"FACTORS AFFECTING POOR READING COMPREHENSION OF GRADE 11 STUDENTS IN

COLLEGE OF ARTS AND SCIENCES OF ASIA AND THE PACIFIC”

In Partial Fulfillment of the Requirements in

PRACTICAL RESEARCH 1

Submitted to:

Jojo Cosmo

Submitted by:

Marjean Manalastas
Joshua Quintana
Mary Rose Rellama
Chapter 1

Background of the Study

Reading as well as writing is one of the important skills in English and it gives many benefits

for us. Reading is the window of the world. By reading, people can get more knowledge and information

from books, magazines, newspapers, and others. Students’ reading and writing ability must be developed.

Teachers have duties to develop their skill and ability. Everything teachers do in reading and writing class

should be designed to build students’ ability to understand increasingly complex content of the texts. The

methods, techniques, and teaching media that is chosen and used by the teacher will influence the success

of teaching learning process and students achievement.

Reading serves as an important tool in every field of professional service around the world to recognize,

interpret, and perceive written or printed materials. Therefore, reading plays a great role for

comprehension of written texts. Without reading, it will be difficult for students to further their advanced

education in higher level fields. According to Anderson (2010), reading is one of the most important skills

to master. “With strengthened reading skills, ESI/EFL (English Second Language, English foreign

Language) reader will make greater progress and attain greater development in all academic areas”.

Reading is an essential skill for every people no matter who they are. It is one of the ways to earn much

knowledge and information. In appearance, reading is an easy skill to practice, every student could read

English text but they don’t understand what is being read. However, in the reality reading is not as easy as

we though. To be a good reader, he or she has to be able to understand what she or he reads, as stated by

Miller “the good reading maybe the ability to scan rapidly and to process large quantities of written

material quickly”. Therefore every reader or student has to understand deeply on what they have read.

Comprehension is an important aspect in reading process. Reading without understanding is meaningless

because the aim of reading process is to comprehend and to understand the written texts. Students’

success in reading is evaluated by their ability in understanding the context of the text. So, they can find
the information that written in the text. Unfortunately, now days there many students who fail in reading

process, they just read without knowing the context of the text. There are many students who waste their

time in opening dictionary to search the meaning of unfamiliar words. And there are also many students

who feel boredom in learning reading comprehension. In order to understand whatever is going to read,

student should know and master certain skill that required in reading text.

Statements of the Problem

This study entitled "Factors Affecting poor Reading of Grade 11 students in CASAP focused

on different factors affecting the ability to acquire reading comprehension. Specifically is sought to

answer the following questions: What are the profiles of the respondents in terms of Age and Gender.

What are the factors that affects their reading comprehension? What could be done or the effective

strategies to improve their reading comprehension?

Scope and Delimitation

This study aims to find out the aspects that affects the students' poor reading comprehension. The
researcher concentrate only at College of Arts & Science in Asia & the Pacific.

Significance of the Study

This study will greatly help to school, students, parents, and future researcher.

Students. This study will help the students to improve their reading comprehension
and reading skills.
Teachers. This study will help them to know the reasons why the students have a low
level of reading comprehension.
Parents. This study will help them to assist their children with difculties in reading .
Future Researchers. This study will help them to strengthen their data for their
future studies. It will serve as a guide and basis for the future researchers .
CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter consists of related literature and studies of recognize expert author and researchers.
All of which has a significant bearing on the problem under the study. Reading materials such as books,
journal, articles unpublished book and internet were utilized to serve as the basis of the conduct of the
study.
Foreign Literature
Motivation is one of the neglected parts of English language teaching. Teachers often forget that
motivation is the basic part of learners’ English language learning activities. In this sense, learners control
the flow of the classroom. Without learners’ motivation, there is no pulse and no life in the class. When
learners learn to incorporate direct approaches to generate motivation in their learning, they will become
happier and more successful learners. This paper is an attempt to investigate the impact of motivation on
learners’ reading comprehension. It reviews the terms motivation, different types of motivation, reading
comprehension, and different models of reading comprehension. The review of the literature indicated
that motivation has an influential role in learners’ reading comprehension. ( The effect of learners’
motivation on their reading comprehension skill: A literature review Nahid Mohseni Takaloo, Mohammad
Reza Ahmadi, International journal of research in English education 2 (3), 10-21, 2017)

The study was an attempt to find out the rate of recurrence of reading strategy use among Malaysian
ESL learners. It also tried to figure out the possible relationship between reading strategy use and reading
comprehension. Moreover, the study was after the influence of gender on the use of these strategies.
Ninety-five ESL learners participated in the study. A reading strategy inventory and a reading
comprehension test were used to collect the required data. The data were analyzed through descriptive
statistics to determine the frequency of strategies employed by the learners. Independent sample t-test was
also employed to find out how the use of strategies varied according to gender. Moreover, Pearson
coefficient correlation was used to discover the association between reading strategy use and reading
comprehension achievement. According to the findings Malaysian ESL learners can be categorized as
high strategy users. It was also revealed that significant differences exist between male and female
language learners in the use of reading strategies. Furthermore, the use of reading strategies had a strong
positive correlation with reading comprehension achievement. (The relationship between reading
comprehension and reading strategy use among Malaysian ESL learners Pezhman Zare, Moomala
Othman , International Journal of Humanities and Social Science 3 (13), 187-193, 2013)

This paper focuses on the four main issues. First, it discusses the definition of metacognitive
reading strategy, the significance of metacognitive reading strategy. Second, it reviews the process of
metacognitive reading strategy. Third, definition of reading comprehension and different models of
reading comprehension are reviewed. Fourth, the relationship between metacognitive reading strategy and
reading comprehension will be discussed. Findings based on the review of the literature along with
analysis of the data are of great significance and can be advantageous to improve EFL learners'
metacognitive reading comprehension skill. Metacognitive reading comprehension skill has a positive
effect on learning a second language and learners can gain the skills they need for effective
communication in English. (The Importance of Metacognitive Reading Strategy Awareness in Reading
Comprehension Mohammad Reza Ahmadi, Hairul Nizam Ismail, Muhammad Kamarul Kabilan Abdullah,
English Language Teaching 6 (10), 235-244, 2013)

Research on second culture and second language reading comprehension is reviewed to support
the claim that second language reading is an interactive process, involving the interrelationship of cultural
schemata and discourse structure. Studies on content schemata include investigations of the roles of
cultural knowledge and second language proficiency in comprehension. Studies on discourse processing
include linguistic descriptions of ethnolinguistic discourse patterns (contrastive rhetoric), as well as
psycholinguistic comprehension studies on expository prose, story structure, and cohesion. This
multidisciplinary review functions as an argument for the roles of cultural schemata and discourse
structure in an interactive model of first and second language reading. (Toward understanding the effects
of cross-cultural schemata and discourse structure on second language reading comprehension John G
Barnitz , Journal of reading behavior 18 (2), 95-116, 1986)
This paper presents the literature on reading competence and analyzes the influence of factors on
students’ strategy use. The necessity of integrating social and individual factors in the studies of learning
strategy, especially individual factors affecting the improvement of reading competence is made explicit,
and this is followed by the description of situational factors and individual factors such as motivation,
age, sex, personality and so on. (Study on factors affecting learning strategies in reading comprehension
Xiaoling Yang , Journal of Language Teaching and Research 7 (3), 586-590, 2016)

Foreign Studies
The purpose of this study was to determine whether exposure to male reading role models would
affect the attitudes of sixteen fourth grade male students from the researcher ’s class toward pleasure
reading and toward reading as a male activity. Results could have been influenced by several factors.
Research into the effectiveness of using male reading role models to influence the reading attitudes of
male students should continue and extend beyond the scope of this study. Additional data could affect the
practices used to improve the literacy development of students. (The Effect of Male Reading Role Models
on the Reading Attitudes of Fourth Grade Male Students, Ann Jung, july 12, 2016 )

This study investigated factors affecting second/foreign language (L2) reading comprehension in
a hypermedia environment within the theoretical framework of dual coding and cognitive load theories,
and interactive models of L2 reading. Annotations provided information both at the word level (i.e.,
definitions of words) and topic level (i.e., extra information about the topic). A multiple regression
analysis with reading comprehension as the criterion and the independent variables mentioned above as
the predictors served to reveal whether a relationship existed between the potential predictor and outcome
variables. Findings indicated that topic interest and annotation look up were important variables
contributing to reading comprehension in a hypermedia environment. It was also found that videos and
textual information were the most useful types of annotations. It was suggested that hypermedia
environments accommodated for most types of learning styles. It was also suggested that providing extra
topical information through annotations compensated for the lack of prior knowledge. (Predictors of
foreign language reading comprehension in a hypermedia reading environment, Yavuz Akbulut , Journal
of Educational Computing Research 39 (1), 37-50, 2008)

The aim of study is to investigate the factors affecting the academic performance of international
students in project management courses. To achieve this aim, a conceptual framework including three
categories of factors: (i) Teaching Style, (ii) English Language and Communication and (iii) Assessment
Methods was developed and empirically tested on a sample of international students from a British Post
92 University. The results suggest that the factors: level of details given in lectures, speed of lectures,
academic internet sources, English Language skills, group or individual assessment, the
qualitative/quantitative content of assessment are important drivers of the academic performance of
international students in project management. (Factors affecting academic performance of international
students in project management courses: A case study from a British Post 92 University , Reda M Lebcir,
Hany Wells, International Journal of Project Management 26 (3), 268-274, 2008)

Many studies have been conducted to explore language learning strategies and their relations or
effects on learners’ performances (Prokop, 1989; Oxford, 1990; Gallo-Crail & Zerwekh, 2002). This
small-scale study tries to explore the full range to learning achievement, with an emphasis on the skill of
reading. Reading comprehension is highly emphasized for either exam-taking or academic purpose in
most English classrooms. The study determines whether cognitive learning strategies have any effect on
the improvement of reading comprehension or not. The intent of strategy-based instruction is to help all
students become better language learners. This paper aims to help EFL learners become successful
readers. In a non-intensive TOEFL coaching program, 20 students were instructed through learning
strategies for a period of a month. Results of t-test analysis indicated that participants who had been
taught the strategies could significantly outperform those in control group. There was significant evidence
that the strategies were effective in raising their scores on the reading component. (Language learning
strategies: A key factor to improvement of TOEFL candidates' reading comprehension ability , Khalil
Motallebzadeh, Neda Mamdoohi , International Journal of Linguistics 3 (1), 1-10, 2011)

This study examines the longitudinal relations among early literacy experiences at home and
children's kindergarten literacy skills, Grade 1 word reading and spelling skills, and Grade 4 reading
comprehension, fluency, spelling, and reading for pleasure. Ninety French-speaking children were tested
at the end of kindergarten and Grade 1, and 65 were followed until the end of Grade 4. Parents reported in
kindergarten that storybook reading occurred frequently and that they sometimes taught their child to read
words. The results of hierarchical regression analyses that controlled for parent education as well as
concurrent and longitudinal relations among literacy behaviors reveal that parent teaching about literacy
in kindergarten directly predicted kindergarten alphabet knowledge and Grade 4 reading fluency, whereas
storybook exposure directly predicted kindergarten vocabulary and the frequency with which children
reported reading for pleasure in Grade 4. These findings extend the Home Literacy Model proposed by
Senechal and LeFevre (2002). (Testing the home literacy model: Parent involvement in kindergarten is
differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure ,
Monique Sénéchal)

Local Literature
The present experiment assessed the effect of scaffolding as a reading intervention. Scaffolding
was done by a teacher providing feedback while the child is orally reading. Feedback was given in terms
of the decoding (meaning of words), fluency (which involves correct pronunciation, proper rhythm, and
speed), and modeling (pre-practice procedure) while the child is orally reading an unfamiliar story. There
were 60 first grade pupils who participated in the study. Reading speed and anxiety was measured before
and after the scaffolding. Reading speed was measured by the rate of reading by seconds while reading
anxiety was assessed by asking the pupils to respond in the Child Reading Anxiety Scale. The results
indicate a significant increased the children ’s reading speed [t(60) = 7.96, p< .05], reading proficiency
[t(60)=8.77, p< .05] from pre to post test. The study provides implications for reading instruction in the
form of scaffolding. (The Effect of Scaffolding on Children’s Reading Speed, Reading Anxiety, and
Reading Proficiency. TESOL Journal Vol. 3, pp. 92-98 ©2010 http://www.tesoljournal.com. Carlo Magno
De La Salle University, Manila)

In this review paper, the researchers define the term reading comprehension and reading
strategies, elaborate previous findings about the relationship between reading strategies and reading
comprehension skill, state factors affecting reading comprehension skill, explain the effective strategies
for reading comprehension, and finally mention suggestions for improving reading comprehension skill.
The findings of this review paper indicated that appropriate reading strategies play a vital role in
improving EFL learners’ reading comprehension skill. (A Study of Factors Affecting EFL Learners’
Reading Comprehension Skill and the Strategies for Improvement. International Journal of English
Linguistics; Vol. 6, No. 5; 2016)

According to Ilustre (2011) it aims to explore whether metacognitive reading strategies or beliefs
about reading is a better predictor of text comprehension. 226 Filipino college students in a private
university were asked to accomplish a Reading Beliefs Inventory (RBI) (Kara-Soteriou, 2007) and the
Survey of Reading Strategies Inventory (SORS) (Mokhtari & Sheorey, 2002), and then answer a
researcher-made reading comprehension test. Results showed that among the three subscales of
metacognitive reading strategies, only problem-solving strategies correlated positively with text
comprehension, with those students who reported to be using this strategy obtaining relatively higher
scores in the reading tasks. The findings also show that active beliefs, and not passive beliefs about
reading, were positively correlated with text comprehension. Moreover, the results suggest that, over the
effects of active views about reading, problem solving reading strategies contributed to text
understanding. (Beliefs about Reading, Metacognitive Reading Strategies and Text Comprehension
among College Students in a Private University. Clarisse Anne P. Ilustre, goFLUENT Philippines.
Philippine ESL Journal, Vol. 7, July 2011)

The study results showed that the overall students’ performance in reading comprehension and
science was indexed at low mastery level. Generally, four out of six reading skills such as understanding
vocabulary in context, noting details, predicting outcome, and making inference made up the overall
reading skills that positively correlated with science performance of students although the strength of
relationship was considered weak. (Reading comprehension skills and performance in science among
high school students in the Philippines , Ombra A Imam, Maripaz Abas Mastura, Hajri Jamil, Zurida
Ismail, Asia Pacific Journal of Educators and Education 29, 81-94, 2014)

This study aimed to test the effectiveness of an experiment with regard to developing the reading
literacy among Grade I learners in the District of Candelaria.The researcher utilized the following literacy
strategies: Read-Aloud, KWL Charts, Graphic Organizers, Vocabulary Instruction, Writing to Learn,
Structured Note-taking, and Reciprocal Teaching The findings revealed that there is a significant
difference on the performance of Grade I pupils in their reading competence based on the pre-test and
post-test evaluation thus, utilizing a proper intervention can be instrumental in improving pupils ’ reading
comprehension skill. Additionally, the study found out that there is no significant difference on the
effectiveness of reading competence strategies before and after the activity. (Developing the Reading
Literacy among Grade I Learners in the Philippines, Jessie S Echaure, Vilma D Torno, Retrieved on
August 14 (2019), 2708-21, 2017)

Local Studies
This study dealt with the different factors affecting the mathematics proficiency level of high
school students of the public secondary schools in Sta. Ana, Pampanga. It described the school factors in
terms of facilities and book student ratio; the teacher-respondents ’ highest educational attainment, age,
civil status, teaching experience and seminars/trainings attended; the proficiency levels of the students in
reading comprehension and mathematics and; the educational attainment of the parents and monthly
income of the family of the students. The problems encountered by the mathematics teachers in teaching
the subject and the proposals to remedy the problems were likewise included.(The Reading
Comprehension and Mathematics Proficieny Level of High School Students and Their CorrelatesRigette
Ryan S Ramos, Enrique G Baking, Dolores T Quiambao, Reynaldo C Nicdao, Alvin V Nuqui, Reynaldo C
Cruz Electronic Journal]. Journal of Business & Management Studies 1 (1), 1-7, 2015)

In this study, Success in first language reading comprehension is said to be influenced by one ’s
own motivation to read. With an attempt to prove this claim in second language reading, this study aims
to (1) identify whether Grade-4 Filipino students’ motivation has a significant relationship with their L2
reading comprehension, and (2) determine which of the five aspects of motivation –challenge, curiosity,
involvement, competition and compliance–influences students ’ reading comprehension as assessed by the
reconstructed version of the Motivation for Reading Questionnaire (MRQ) by Wigfield and Guthrie. Out
of the five motivation factors included in the study, two factors namely, competition and challenge,
emerged as having a positive relationship with reading comprehension.(The relationship between
motivation and second language reading comprehension among fourth grade Filipino students Ralph
Blay, Kathleen Ann Mercado, Jobell Villacorta Philippine ESL Journal 2, 5-30, 2009)

In this study, the investigations on the issue of English language reading anxiety have already
been conducted in the past two decades. It has now becoming an interest that reading anxiety in English
language really does exist. With the use of the English as a Foreign Language Reading Anxiety Inventory
(Zoghi, 2012), this descriptive-correlation research attempts to find out the level of reading anxiety and
the main causes of its existence among Grade 8 students in Mindanao State University-Integrated
Laboratory School, Marawi City. Their reading comprehension performance is also correlated to their
reading anxiety level. Results showed that a great majority failed in the test and high level of reading
anxiety exists among majority of them. Causes of their reading anxiety are based on three categories:(i)
top-down reading,(ii) bottom-up reading, and (iii) classroom reading.(Reading anxiety and
comprehension of grade 8 Filipino learners Wardah D Guimba, Jerryk C Alico International Journal of
Humanities and Social Sciences, Special Volume, 44-59, 2015)

This research examined the effects of a whole language-inspired literature-based reading program
Input Process Output
on pupils reading comprehension and attitudes toward reading. It employed a naturalistic research design
to uncover the usefulness of such a program in im proving children s reading co m prehension and
attitudes. Results ofthe study showed that the program had a positive impact on pupils
Student's comprehension and
Reading
Factors Influencing the •Survey Questionnaire
attitudes
Readingtoward reading. Factors believed to have contributed to theorem Comprehension
Comprehension proved comprehension were:
the regular independent activities, the engagement activities, the learner-centered classroom environment,
•Vocubulary
the broader view of reading underlying the program, the teacher s regular demonstrations of reading
•Motivation
strategies and the daily reading activities..(Enhancing Pupils Reading Comprehension and Attitudes
through a Whole Language-Inspired Literature-Based Reading Program MA Orencia CELEA Journal 29
•Strategy
(3), 3-18, 2006)

In this study, the deteriorating performance of Filipino students in the national and international
mathematics tests for the last decade has become a major challenge to Philippine education. The
Department of Education attributed this problem to students’ poor reading comprehension. Previous
studies showed varied findings on the association between variables in reading and mathematics. The
present study utilized the six elements of reading comprehension skills to determine their relationship to
students’ performance in mathematics. (Correlation between reading comprehension skills and students ’
performance in mathematics Ombra A Imam, Maripaz Abas-Mastura, Hajri Jamil International Journal
of Evaluation and Research in Education (IJERE) 2 (1), 1-8, 2013)

Conceptual Framework

The conceptual framework of the study is shown in figure 1.

 Figure 1. Conceptual Paradigm of the study

Hypothesis

There is no signifcant diference on the factors that afect the reading of

comprehension of selected students in College of Arts and Science in Asia and the
Pacifc.
Assumptions of the Study

These study assume that Students especially those at risk for reading difficulties, should have access to

early childhood environments that promote language and literacy growth and that address reading. We

will assume that the teachers must focus on giving strategies to the students to enhance the reading and

comprehension of the students.

Definition of Terms
The following terms are defined operationally to have a better understanding of the terms in this
study.
Academic Performance. It refers to how well as student performs in school.
Age. Number referring to how old the respondent is which may or not affect their perception.
Demographic Profile. It is defined as statistical data about the characteristics of population, such
as age and gender of the people within the population.
Gender. Pertains to either their social roles based on social roles and how they defined
themselves on whether they are feminine or masculine which may affect on how they think about various
situations.
Grammar. The set of rules that explain how words are used language.
Motivation. An area of interest in the field of education. Studying and implementing the
conditions under which students are motivated to read is important in the process of teaching and
fostering learning.
.Pronunciation. Refer to relating or indicating.
Writing. The act or art of forming visible letters or character

CHAPTER III
RESEARCH METHODOLOGY
This chapter describes the methodology used in the research. It discusses the description of
research design, respondents of the study, instruments of the study and validity of the study.

Research Design
In this study, the researchers used the descriptive method was used to describe characteristics of a
population or phenomenon being studied. It does not answer questions about how/when/why the
characteristics occurred to present accurate information as perceived by the selected Grade 11 students of
College of Arts & Science in Asia & the Pacific . It also provided summaries about the observation or
study that was made.

Respondents of the Study

The respondents of the study were all the Grade 11 students in CASAP. They must answer the
following questions according to their experience on reading; they must know the factors that affect the
students’ Reading Comprehension.

Instruments of the study

The researchers used the survey questionnaire . This comprises set of questions which aims to
determine the factors that affect the students reading comprehension.