READING COMPREHENSION SKILLS AND ACADEMIC PERFORMACE: BASIS

FOR READING INTERVENTION PROGRAM

An Undergraduate Thesis

Presented to

College of Education

Mary the Queen College of Quezon City

In partial fulfillment

Of the requirements for the degree of

Bachelor of Secondary Education

Major in English

BY:

CEDIE C. CALIMLIM

MARICAR LEONOR S. CARIAN

DEXTER P. FIGUEROA

APRIL 2023
Introduction

Reading is one of the most essential skills and starting point of the individual to

learn everything around him. This is fundamentally important to attain and achieve

learning in school and throughout life. This skill empowers learners to understand text,

images, and their message, to deepen their knowledge about beliefs, practices, and to

ensure that these will be transferred to the next generation, and to connect his previous

experiences with their new learning. Being one of the macro skills in language learning

reading skills must be developed among our learners in preparation for the higher

stages of their studies. Furthermore, researchers in education also find out that there is

a strong correlation between reading and academic success. In other words, learners

who are good readers are more likely to do well in school and pass the examinations

than learners who are weak readers. The building of their vocabulary through

reading helps expand learners’ language resulting in effective oral and non-verbal

communication.

Statement of the Problem

This study aims to determine the factors affecting the reading comprehension

skills and academic performance of the students at Doña Juana Elementary School.

Specifically, this study sought answers to the questions, What is the demographic

profile of the respondents as to: Age; and Gender, What are the factors affecting the

reading comprehension of the selected grade 6 pupils at Doña Juana Elementary

School in terms of Home related factors, School related factors, Teacher related factors,

Student related factors. What are the factors affecting the Academic Performance of the
selected grade 6 pupils at Dona Juana Elementary School in terms of Student related

factors, School related factors, Home related factors, Teacher related factors. Is there a

significant relationship between Reading Comprehension and Academic Performance of

the Grade 6 pupils in Doña Juana Elementary School? What reading intervention

program must be recommended to enhance the comprehension skills and academic

performance of the grade 6 pupils?.

Locale of the Study

This study is conducted at Doña Juana Elementary School in the Division of

Quezon City. Doña Juana Elementary School is a public school which is located at

Saint Catherine Corner Saint Peter, Quezon City, 1127 Metro Manila, Philippines.

Respondents of the Study

The respondents of the study are the selected grade 6 pupils at Doña Juana

Elementary School. The female and male proportions are as follows: 28 or 56% are

female and 22 or 44% are male, with a total of 50 respondents used as the study’s

subject.

Scope and Limitation

This study covers the Factors affecting the Reading Comprehension Skills and

Academic Performance of grade 6 pupils at Doña Juana Elementary School. The study

was limited to the assessment on the selected grade 6 pupils at Doña Juana

Elementary School (50 students). This study was conducted during the School Year

2023.

Research Instrument
 In obtaining data for this study, the researcher used questionnaire. In order to

measure reading comprehension level of the students a reading comprehension test

was used, the questionnaire is standardized which is developed by Dilek Ceran (2016).

The first part of the questionnaire is for the student’s demographic profile in terms of

age and sex. Second part of the questionnaire is based on the study of Dilek Ceran

which is comprised by the reading comprehension level and academic performance of

the respondents.

Sample and Sampling Used

The respondents of this study were the selected grade 6 pupils in Doña Juana

Elementary School with complete number of fifty (50) pupils for the school year 2022-

2023. The researchers were used the probability type of sampling, specifically the

simple random sampling. With this method, individuals are chosen randomly, giving

each member of the population an equal chance of being selected as the subject.
Summary of findings

The Salient findings are as follows:

1. On the Respondents Profile

1.1 Age

On the age of the respondents 37 or 74 percent belongs to the age of 12

years old, 12 or 24 percent belongs to the age range of 11 years old; and 1 or

2 percent of age 13 years old.

1.2 Sex

On the sex of the respondents most are female with a frequency of 28 or 56

percent while, 22 or 44 percent are male respondents.

2. What are the factors affecting the students in academic performance in

terms of:

2.1. Student related-factors

The factors affecting the students in academic performance in terms of student-

related factors obtained an overall mean value of 4.172 interpreted as Often.

2.2. School related-factors

The respondents assessed on the school related-factors with an overall mean

value of 3.47 interpreted as Often.

The respondents assessed on the home related-factors with an overall mean

value of 3.308 interpreted as Sometimes.

2.4. Teacher related-factors

The respondents assessed on the teacher related-factors with an overall mean

value of 4.584 interpreted as always.

3. What are the factors affecting the students in reading comprehension skills

in terms of;

3.1 Home related-factors

The respondents assessed on the home related-factors with an overall mean

value of 3.47 interpreted as Often.

3.2 Student related-factors

The respondents assessed on the student related-factors with an overall mean

value of 3.68 interpreted as Often.

3.3 Teacher related-factors

The respondents assessed on the teacher related-factors with an overall mean

value of 4.13 interpreted as Often.

3.4 School-related factors

The respondents assessed on the teacher school-factors with an overall mean

value of 2.7 interpreted as Rarely.

in English and Academic Performance of the Pupils

The computed pearson r-value of 0.19 is lower than the critical value of .811 at

five percent level of significance, with 4 degrees of freedom which led in

accepting the hypothesis and with weak correlation. Furthermore, this finding

was supported by Kimberly Tyson (2021); Comprehension skills and its strong

relationship to academic performance has been verified repeatedly. Reading

Comprehension plays an important part in learning to read as well as reading to

learn. We also know that increasing vocabulary knowledge plays a large part in

overall school success and has a direct impact on comprehension.

5. What reading intervention program must be recommended to

enhance the comprehension skills and academic performance

of the grade 6 pupils?

Instructional Plan

Areas need OBJECTIVES ACTIVITIES/ PERSONS TIME SOURCE EXPECTED

to Address STRATEGIES INVOLVED FRAME OF OUTPUT

FUNDS

Learners’ Improve the Shaping Students, Year – School Students’

development student’s involves teachers round funds achievers,

reading reinforcing and confident

comprehension reading effort, parents and

skills. often with studious

praise and learners.

rewards.
Conclusions

Based on the summary of the findings, the following conclusions are drawn:

1. The age of respondent’s range of 11-12 years old.

2. Female respondents were the majority.

3. The factors affecting the academic performance in terms of student related-

factors interpreted as often, in terms of school related factors interpreted as

often, in terms of home related-factors interpreted as sometime; and in terms of

teacher related-factors interpreted as always.

4. The factors affecting the reading comprehension skills in terms of home related-

factors interpreted as often, in terms of student related-factors interpreted as

often, teacher related-factors interpreted as often; and in terms of school related-

factors interpreted as rarely.

5. There is no significant relationship between the reading comprehension level and

the academic performance of the respondents.

6. The proposed action/ instructional plan addressed the need for learner

development, teacher development and learner support.

Recommendations:

Based on the findings and conclusion presented, the following recommendations

are suggested:

1. The intervention plan formulated should be utilized;

2. Teachers should develop among the pupils the reading comprehension skills with

mastery;
3. School heads should provide technical assistance to the teachers especially in

teaching reading;

4. Teachers should enhance their teaching competencies in reading through

attending sessions, trainings and seminars.

5. Parents should guide their children especially in reading as it leads them to a

good academic performance.

6. Future researchers should replicate this study and include different variables

aside from the mentioned in this study.