GOVERNOR FERRER MEMORIAL INTEGRATED NATIONAL HIGH

SCHOOL
Brgy. Pinagtipunan, General Trias City, Cavite

PRACTICAL RESEARCH 2
(QUANTITATIVE RESEARCH)

Subject Teacher: JOSEPHINE M. RIVERA

Grade Level: 12 Quarter: 1st School Year: 2023-2024

Strand: HUMSS Section: Harford

Leader/s: Gelito, Judeandry, T.

Members:
· Pacion, Clariden T.
· Tambor, Vincent
· Navarro, Rex Matthew M.
Pinlac, Eric F.

A QUANTITATIVE STUDY: RELATIONSHIP IN READING

CHAPTER 2: RELATED LITERATURES & STUDIES

RELATED LITERATURE:
Research work is carried out, not in isolation, but as a part of a larger body of work. The
inspiration to conduct a particular piece of research is born out of reading and reviewing
research which has been carried out in one’s broader area of interest. This chapter
includes the ideas, finished thesis, generalization or conclusions, methodologies and
others. Those that were included in this chapter helps in familiarizing information that
are relevant and similar to the present study.
Reading comprehension is a complex interaction among automatic and strategic

cognitive processes that enables the reader to create a mental representation of the text

(Van Den Broek & Espin, 2012). Comprehension depends not only on characteristics of

the reader, such as prior knowledge and working memory, but also on language
processes, such as basic reading skills, decoding, vocabulary, sensitivity to text

structure, inference, and motivation. Comprehension also requires effective use of

strategic processes, such as metacognition and comprehension monitoring. As readers

mature in their comprehension skills, they are able to progress efficiently from the stage

of learning to read to the ultimate goal of reading to learn (Yovanoff, Duesbery, Alonzo,

& Tindal, 2005).

In addition, Brown (2004) believes that reading comprehension is a primarily a

matter of developing appropriate and efficient comprehension strategies that involves

much more than readers responses to the text. He also added that reading

comprehension is a multi-component, highly complex process that involves many

interactions between readers and what they bring to the text, particularly this refers to

the previous knowledge and strategy used as well as the variables related to the text

itself regarding understanding in text types. Brassell and Rasinski (2008), also stated

that reading comprehension helps the readers to take important information from written

text and do something with it in a way that demonstrates knowledge or understanding of

that information, particularly it is the process simultaneously extracting and constructing

meaning through interaction and involvement with the written language

Reading and Academic Performance

Reading and academic performance are essential for teachers and educationists

to know that every child whether he or she is gifted, average, normal or backward etc,

should be educated in his or her own way but if he or she possesses good study habits,

he or she can perform well in academics and in every situation. It is the reading habits

and good academic performance which help the learner with learning disabilities in
obtaining meaningful and desirable knowledge (Greene, 2001). According to Palani

(2012), reading is an essential and important aspect for creating a literate society in this

world. It shapes the personality of individuals and it helps them to develop proper

thinking methods, and creates new ideas. Reading comprehension is related to

academic performance of the students and is therefore a factor to consider in seeking to

elevate the academic performance of the pupils. A pupil's intelligence may be an

indicator of his reading comprehension ability. However, data covering more detailed

aspects of both reading comprehension and intelligence should be subjected to more

powerful statistical testing to determine to what extent the pupil’s intelligence can be

used to predict his reading comprehension ability

Anggraini (2017) found out that the correlation analysis between student's

reading comprehension and academic performance showed that the regression level

between the two variables was (.236), therefore he concluded that reading

comprehension and academic performance are positively correlated. In similar, Gelizon

(2018) also found out that there is a negatively high correlation on the academic

performance of the Grade 8 pupils of Biliran Science High School who belong in

frustration level reading comprehension with correlation coefficient of -.597. It was also

found out that the correlation is significant in 1% level of significance. It implies that

reading comprehension of the students greatly affect their academic performance. She

also found out that there is a significant relationship between the academic performance

and reading comprehension level of the grade 8 pupils who belong to the independent

level of reading comprehension at 5% level of significance with correlation coefficient

of .440 as moderately small positive correlation. The findings of the studies seem to
imply that students still need to comprehend the reading text because it influenced their

academic achievement. The findings can also have implications for students that the

better their reading comprehension, is the better their academic performance will be.

How to improve Academic Performance through Reading Comprehension

Anggraini (2017) believes that in order for the teachers to help their students

enhance their Academic Performance and Reading Comprehension, the lectures should

use suitable learning strategies because comprehension in reading text might influence

and improve the student's academic achievement. He also added that the students

should be aware and realize that students in particular who increase their amount of

reading can improve their academic achievement. Cook (2006) also believes that a

student success program to meet the needs unique to students could be developed to

complement the university academic assistance program for students. This could be

modeled after programs currently used in education programs that have experienced

high attrition rates. The program, based on academic difficulties that stem from reading

deficiencies, could include the use of computer assisted reading comprehension

programs, study skill classes, test-taking workshops, and faculty and peer-tutoring

sessions. Such a program would enhance the persistence of high-risk students.

Enhancement of the current program for pre-nursing majors could include

specific reading comprehension skills. Admission practices for some nursing programs

include assessments, while students are completing prerequisites for enrolment in the

nursing programs. Often cited as being significant has been a higher-grade point

average throughout the course of studies. Again, early identification and remediation of

risk factors for academic challenges can result in an applicant pool with improved
potential for successful completion of the nursing program and entry into professional

practice (Yin & Burger, 2003)

The aforementioned literature and studies are related to this investigation in the

sense that they identified the relationship between reading comprehension and

academic performance. However, the dimensions taken into consideration differ from

those which highlights this research. Thus, this study does not purport to duplicate the

previous investigations conducted by the other researchers.

RESEARCH PARADIGM:

INPUT

This research aims to determine The RELATIONSHIP BETWEEN LEVELS OF READING COMPREHENSION AND

ACADEMIC PERFORMANCE AMONG GRADE 12 HUMSS STUDENTS OF LAFNHS

Utilize a quantitative research approach, focusing on

Identified the relationship in reading comprehension to academic performance among grade

Figure 1. Research Paradigm

Figure 1 illustrates the whole process of the study from the related factors, required
information, up to description of output.

THEORETICAL FRAMEWORK:
Anggraini (2017) believes that in order for the teachers to help their students enhance
their Academic Performance and Reading Comprehension, the lectures should use
suitable learning strategies because comprehension in reading text might influence and
improve the student's academic achievement. He also added that the students should
be aware and realize that students in particular who increase their amount of reading
can improve their academic achievement. Cook (2006) also believes that a student
success program to meet the needs unique to students could be developed to
complement the university academic assistance program for students. This could be
modeled after programs currently used in education programs that have experienced
high attrition rates. The program, based on academic difficulties that stem from reading
deficiencies, could include the use of computer assisted reading comprehension
programs, study skill classes, test-taking workshops, and faculty and peer-tutoring
sessions. Such a program would enhance the persistence of high-risk students.
SYNTHESIS:
The study found a statistically significant positive correlation between levels
of reading comprehension and academic performance among Grade 12
HUMSS students at GFMINHS. This means that students with higher
reading comprehension skills tend to achieve better academic
performance. The research highlights the critical role of reading
comprehension in the academic success of Grade 12 HUMSS students. It
underlines the idea that strong reading comprehension skills are not only
important for language and literature courses but also have a broad impact
on various subjects within the HUMSS program.