Investigating the relationship of reading comprehension and class

participation in grade 7 students in Northeastern Mindanao Academy

A Research Proposal

Presented to

The Faculty of Senior High School

Humanities and Social Sciences (HUMMS)

NORTHEASTERN MINDANAO ACADEMY

Los Angeles, Butuan City

In Partial Fulfillment

Of the Requirements for the

PRACTICAL RESEARCH

Noliben D. Ayad jr.

Chrestine Joy Cuestas

Sheajanelea Noro

Dan Micheal Calbunero

Babyjean Salahay

Aljer loayon

Jerson parcon

Kaint brylle Cutara

Lee Ampado

QUERY PEARL VYN S. REQUERME

TEACHER

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 CHAPTER l

This chapter includes an introduction, Theoretical framework, Conceptual framework,

Statement of the Problem, Research Objectives, Hypothesis, Significance of the
study, Scope and delimitation, Definition of terms.

INTRODUCTION

Comprehending written passages plays an important role in the attainment of

successful reading, as it encompasses the process of extracting meaning in an

efficient manner. According to Alghonaim (2020), proficient readers demonstrate the

capacity to establish links between disparate ideas, grasp intricate concepts, and

engage in reflective thinking regarding information. Concurrently, DeBruin-Parecki et

al. (2015) underscore the empowering nature of reading in enabling students to

independently comprehend complex textual structures and bolster their academic as

well as professional competencies. To cultivate these skills, there is an impetus for

educators to implement strategies geared towards fostering critical thinking and pre-

reading, as emphasized by Javed et al. (2015). It is imperative for language instructors

to deploy appropriate reading strategies to enhance comprehension and stimulate

critical thinking when grappling with intricate texts. Alghonaim (2020) emphasizes the

indispensability of honing effective reading comprehension techniques to augment

students’ depth of understanding.

Saragih and colleagues (2023) underscore the importance of recitation and

active involvement in bolstering language skills essential for proficient reading

comprehension. These studies collectively underscore the significance of fostering an

interactive classroom milieu to enhance both reading comprehension and student

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engagement. Bekkering and Ward (2021) further substantiate this notion by illustrating

how class participation fosters involvement and interest, which are pivotal for

improving comprehension skills. Kumar et al. (2021) highlight how activities promoting

extensive group discussions can heighten student motivation, resulting in deeper

engagement with reading materials. Moreover, Holdsworth et al. (2018) contend that

active participation prompts students to come prepared, consequently enhancing their

reading comprehension.

It Is noteworthy that inadequate vocabulary poses a primary challenge for

students with regard to reading comprehension. This is corroborated by Altalhab

(2019) and Al fatle (2017), who propose that a lack of vocabulary may impede

students’ comprehension of reading passages as vocabulary plays a pivotal role in

text comprehension. Despite its significance, there exists a dearth of comprehensive

understanding regarding how reading comprehension impacts class participation, a

crucial indicator of student engagement and learning. Class participation

encompasses activities such as discussions, responding to questions, and group

work, all of which require not only knowledge but also the ability to comprehend and

process information expeditiously. This raises the query: To what extent does reading

comprehension influence a student’s capacity and inclination to actively participate in

class?

Algohanaim’s (2020) study revealed that the introduction of pre-related reading

activities led to a noteworthy improvement in the reading comprehension levels of EFL

students in the experimental group compared to the control group. The outcomes

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indicated that students who participated in these activities displayed better

performance than those who received regular reading instruction, suggesting a

positive connection between reading engagement and comprehension levels.

Additionally, the research findings are consistent with Abdelhalim’s (2017) work,

indicating that students’ comprehension levels increased when assigned pre-reading

tasks, fostering student engagement, critical reflection, and understanding of the text.

This reinforces the effectiveness of pre-reading activities in enhancing reading

comprehension among EFL students, underlining the importance of engagement in

the learning process. Furthermore, Sulistianingsih’s (2018) study demonstrated

significant enhancements in student participation and reading comprehension through

the implementation of the Cooperative Integrated Reading and Composition (CIRC)

method. Active participants rose from 28% to 78%, while passive participants

decreased from 72% to 22%. Additionally, students’ mean reading comprehension

scores improved from 55 to 80, indicating a remarkable 68% enhancement. These

results align with previous research highlighting the effectiveness of cooperative

learning strategies in improving student engagement and academic performance

(Johnson, D. W. & Johnson, R. T. 1999; Slavin, R. E. 1990).

The study's notable deficiencies l”e In its limited sample size, which fails to

accurately represent diverse demographics. Consequently, there are concerns about

the applicability of the findings to a wider population of EFL learners. Furthermore, the

study’s reliance on Abdelhalim’s (2017) findings also exposes certain shortcomings.

While it acknowledges the correlation between pre-reading tasks and enhanced

comprehension, the lack of in-depth exploration into the specific types of tasks that

were most effective restricts the practicality of these findings. Moreover, the study

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overlooks potential variations in student responses to different pre-reading strategies,

which may be influenced by factors such as individual learning styles or prior

knowledge. This oversight underscores the necessity for more nuanced research that

evaluates the effectiveness of various pre-reading activities across diverse learner

profiles, thereby offering valuable insights for instructional practices in EFL contexts.

Additionally, the study about Developing Students’ Participation in a Mixed-levels

Reading Class via Cooperative Integrated Reading And Composition (CIRC) also has

limitations, including a small sample size of only 18 students, affecting the

generalizability of the findings. The non-systematic observation method used

introduces potential bias, and the absence of a control group makes it challenging to

attribute the improvements solely to the CIRC method. Furthermore, the study’s failure

to specify the intervention’s duration raises doubts about the sustainability of the

observed effects, and the primary focus on quantitative data may neglect deeper

insights into student experiences and motivations.

The correlation between reading comprehension and class participation holds

significant importance for educators, curriculum developers, and policymakers.

Understanding this link can pave the way for targeted interventions aimed at

enhancing reading skills, ultimately leading to improved student engagement.

Educators can leverage these insights to shape instructional approaches that not only

nurture comprehension but also encourage active participation, thereby fostering a

more dynamic and inclusive classroom environment. Research has shown that

effective teaching methods, such as cooperative learning and interactive reading

strategies, have a positive impact on both comprehension and engagement (Slavin,

2003).

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 Furthermore, curriculum developers can incorporate this understanding into

program designs, ensuring that reading comprehension skills are integrated across

various subjects, equipping students with the essential tools for meaningful

engagement in class discussions and activities. This approach aligns with the

understanding that reading serves as the foundation for learning across disciplines

(Snow, 2002). From a policymaker’s perspective, such studies can provide compelling

evidence to support the prioritization of reading comprehension in curriculum changes,

aiming to enhance educational outcomes on a broader scale. By advocating for

policies that emphasize literacy development, stakeholders can address diverse

student needs, ultimately leading to improved academic achievement and better

preparation for future challenges (National Reading Panel, 2000). Investigating the

relationship between reading comprehension and class participation holds

significance not only for individual student outcomes but also for molding educational

practices and policies that contribute to a more engaged and literate society.

The purpose of this study Is to explore the relationship between reading

comprehension and class participation among secondary school students. By

examining how reading comprehension influences students’ ability and willingness to

engage in class activities such as discussions, answering questions, and group work,

this research aims to fill existing gaps in the literature. The study seeks to provide

insights that can inform instructional practices and educational policies, with the goal

of enhancing student engagement and academic success through targeted

interventions that improve reading comprehension and foster active classroom

participation.

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Theoretical framework

This study is anchored on Schema Theory, developed by Frederic Bartlett in

1932. Schema Theory posits that comprehension involves a dynamic interplay

between existing mental structures (schemata) and incoming information. According

to this theory, readers activate relevant schemata based on their prior experiences,

cultural context, and personal knowledge. These schemata enable readers to make

predictions, fill in gaps, and interpret text beyond its literal meaning. The theory

emphasizes that comprehension is an active process, where meaning is constructed

by integrating new information with existing mental frameworks.

The relationship of Schema Theory to our study, whichh investigates the

relationship between reading comprehension and class participation among Grade 7

students in Northeastern Mindanao Academy, is multifaceted. Schema Theory

suggests that students with well-developed schemata related to a topic are better

equipped to comprehend texts. We hypothesize that students with robust schemata

will demonstrate higher reading comprehension scores, and this enhanced

comprehension will, in turn, foster more active class participation. Furthermore

schema activation influences class participation directly; students who utilize relevant

schemata during discussions are likely to contribute more substantively, making

connections, asking insightful questions, and offering informed opinions. Conversely,

students with limited schema activation might struggle to engage effectively in class.

Understanding this relationship has significant pedagogical implications. Educators

can improve instructional practices by activating prior knowledge, linking new content

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to existing schemata, fostering metacognition, and designing interactive activities that

leverage students’ prior knowledge to promote both comprehension and participation.

Conceptual framework

Reading Class
comprehension participation

Figure 1. Conceptual framework

Figure 1 presents the conceptual framework of the study. It consists of two

variables, reading comprehension as an independent variable and class participation

as the dependent variable.

In Figure 1, the independent variable is reading comprehension, which refers

to the ability to understand, interpret, and derive meaning from written text. Research

has consistently shown that reading comprehension plays a crucial role in students’

academic success. According to Abdelhalim (2017)Effective reading comprehension

skills are crucial for students’ academic success. Research shows that implementing

instructional strategies focused on habits of mind and shared inquiry can significantly

improve reading comprehension and engagement. Reading is an interactive process

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where readers construct meaning using effective strategies, which play a vital role in

enhancing comprehension proficiency (Pourhosein Gilakjani & Sabouri, 2016;

Shirinqulova & Sifl, 2021).

Another variable, class participation, is the dependent variable in this study.

Class participation involves the active engagement of students in classroom activities,

such as discussions, asking questions, and responding to peers and instructors.

Wright (2014) highlights that Class participation is a crucial indicator of student

engagement and learning, particularly in high school settings. Active engagement in

classroom discussions enhances critical thinking and communication skills.

Statement of the problem

1. What is the level of reading comprehension of grade 7 students.

2. What is the level of grade 7 students class participation.

3. What is the relationship of the level of reading comprehension and level of

class participation.

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General objectives

• To know the relationship of reading comprehension skills and class

participation among grade 7 students in Northeastern Mindanao

Academy.

Specific objectives

• To measure the level of reading comprehension among Grade 7-8

students using standardized surveys.

• To quantify the frequency and quality of class participation among

Grade 7 students through observational data.

• To analyze the correlation between reading comprehension scores and

class participation levels to determine if a relationship exists.

Hypothesis

Ho1: There is a significant relationship of reading comprehension and class

participation in grade 7 students.

Ho2 : There is no significant relationship of Reading comprehension of grade 7 students

to their class participation.

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