READING COMPREHENSION OF GRADE SIX STUENTS IN LANNA

ELEMENTARY SCHOOL

RESEARCH PROPOSAL

CLAUDINE G. PAGULAYAN

AMY-MAE A. ABAYA

CRISTINE MARY P. MASCRABA

MARIA TRINA A. OTIZ LUIS

 CHAPTER 1

Introduction and the background of the study

INTRODUCTION

Teaching children to read is a complex process, too. Students come to the classroom
with a variety of abilities and learning styles. Without comprehension, children gain no
meaning from what they read. Comprehension strategies are used to increase children's
understanding of the text to help them become active readers by engaging with the text.
Reading is a complex process, involving skills such as decoding, making predictions and
asking questions. Good readers know sight words, use context clues to understand unfamiliar
vocabulary and reach into their background knowledge to make connections from what they
know to what they want to learn. The ability to read influences more than graduation rates.
People of all ages who read fluently are more likely to read independently, and the benefits of
reading independently extend far beyond academic success.

Reading comprehension is the foundation for all other academic skills. It helps children
build vocabulary, learn about the world, and understand complex concepts. Adults who
improve their reading comprehension skills understand work instructions better.

In the 2018 Programmed for International Student Assessment (PISA), the Philippines
scored lowest in Reading out of 79 countries. The PISA further showed that only one in five
Filipino learners aged 15 achieved at least the minimum proficiency level in Overall Reading
Literacy. The Filipino students who scored poorly in reading comprehension in the
Programmed for International Student Assessment (PISA) in 2018 mostly come from low-
income backgrounds where family and school environments do not motivate growth
mindsets, according to the findings of a machine learning (ML) study by the Dr. Andrew L.
Tan Data Science Institute (ALTDSI) of De La Salle University (DLSU). Individuals who are
regarded as smart as their peers but having poor reading abilities cannot improve it as much
as their peers. As per record, all students pass elementary education. Corollary, even those
who have poor reading ability pass their classes. They cannot perform reading at the level
expected of their grade, resulting in anxiety and depression throughout their schooling. They
are usually stereotyped as unsuccessful throughout their formal education. Such results in
adoption problems in their classes (Bender, 2012). “The demands of literacy and numeracy
have evolved, but literacy instruction in the Philippines still revolves around narratives. In
fact, when we say ‘reading,’ we still tend to equate the word with narratives, with stories. But
in 21st century learning, we should already be exposing our students to expository texts
which deal with information. If you look at the sample PISA tests, they are mostly made up
of expository texts and call for the processing of information: information gathering,
verification and cross-checking of facts, and the interpretation of graphs. “Educators know
that 6th grade marks a critical milestone for students. The learning emphasis shifts from
learning to read to reading to learn. Students who are not proficient in reading by the sixth
grade as measured by standardized tests are at higher risk of either graduating late or not at
all. The research on children in poverty show that not only are these children more likely to
have low reading test scores in third grade, they are less likely to graduate from high school
at any reading skill level. These students truly present a challenge to educators. How can we
improve outcomes? Know that we have the power to influence positive brain changes
through the practices and attitudes we employ in the classroom. Comprehension refers to the
ability to understand written words. It is different from the ability to recognize words

Recognizing words on a page but not knowing what they mean does not fulfill the
purpose or goal of reading, which is comprehension. Imagine, for example, that a teacher
gives a child a passage to read. The child can read the entire passage, but he or she knows
nothing when asked to explain what was read. Comprehension adds meaning to what is read.
Reading comprehension occurs when words on a page are not just mere words but thoughts
and ideas. Comprehension makes reading enjoyable, fun, and informative. It is needed to
succeed in school, work, and life in general.

Comprehension is defined as "intentional thinking during which meaning is constructed

through interactions between text and reader" (Harris & Hodges, 1995). Thus, readers derive
meaning from text when they engage in intentional, problem solving thinking processes.
Evidence suggests that intrinsic reading motivation significantly positively affects various
aspects of reading achievement, such as text comprehension, word recognition, and world
knowledge, whereas extrinsic reading motivation has been non-significantly or even
negatively associated with reading achievement. Middle grades students who are motivated
and engaged in their reading increase their comprehension and improve their reading skills.
This is a direct path to higher overall achievement and success inside and outside school.
According to the original theory, an individual's reading comprehension is the product of her
decoding skill and language comprehension (Gough & Tunmer,1986). The key idea is that
both the ability to decode and language comprehension are necessary for reading
comprehension Vygotsky's theory suggests that students learn by connecting what they know
to new learning. This is why teachers need to show the students the connections between
what they know and what they are learning. This can be applied to reading fluency and
reading comprehension.

The point of reading isn't to make sounds in your brain or out loud, but rather, to
understand important lessons, stories and arguments. Through the act of writing, our
ancestors have recorded important knowledge that we can understand simply by reading. By
understanding what we read, we pick up important information, understand scientific
theories, past opinions and new frontiers.

Therefore, this study aims to test and develop the reading comprehension of grade six
students in Lanna Elementary School.

STATEMENT OF THE PROBLEM

This study aimed to find out the reading comprehension skills of grade 6 student in
lanna elementary school.

Specially, it seeks to find out the following:

1. Demographic profile of the respondents in term of:

a. Age

b. Sex

c. Dialect

2. Skills of grade 6 students in reading comprehension

a. reading skills

b. Comprehension skills

3. Level of reading comprehension skills of the respondents in grade 6 students.

 4. Significant relationship of reading comprehension of grade 6 level.

5. Find out if there is a significant relationship between reading comprehension level to their
academic performance.

CONCEPTUAL FRAMEWORK

One framework, the Simple View of Reading (SVR), posits that reading comprehension is the
product of word decoding and linguistic comprehension (Gough & Tunmer, 1986). Across many
languages, research has shown that reading comprehension can be explained by individual differences
in these two components, though the relative relationship of the components changes over time
atts, 2018).

Independent variables Dependent variables

A. Socio-Demographic profile:

Grade
a. Age

six studen
b. Sex

ts reading
c. Dialect
comprehension
B. Skills of grade six students in
reading comprehension

a. Reading skills

Intervening variables
b. Comprehension skills
Reading books

Teaching strategies

Survey questionaires
 Figure 1. Paradigm of the study

In the conceptual process, the study forms through the help of identifying the presumed cause
and effect. Hence, the independent variables in the study are the demographic profile of the
respondents in terms of age, sex, civil status and dialect; and the skills of grade six in reading
comprehension which categorizes into two types of skills, reading skills and comprehension
skills. On the other hand, the dependent variable of the study focuses on the reading
comprehension of grade six students this will measure through the use of survey
questionaires, reading books to test their reading comprehension ability. In fact, this study
designs to correlate the variables qualitatively descriptive.

THEORETICAL FRAMEWORK

Reading is one of the most important language skills that should be developed inside and
outside the classroom. It is also one of the most common ways to get information. According
to Harmer, the reader employs a number of specific skills when reading and their success in
understanding the content of what they see depends on a large extent on these specific skills.
The skills of reading are: productive skill, extracting specific picture, getting specific picture,
extracting detailed information and discourse pattern, deducting meaning from context
Furthermore, Yekovich in Westwood states that skilled reading is highly complex capability
involving many component processes In short, learning reading is a complex process that
depends upon learning specific skills. Reading is the first step in acquisition of knowledge.
Reading is a very important issue which is not only about enjoyment but also necessity; the
basic tool of education.Reading is not an easy subject, because in its study the reader should
discover the ideas from a text based on the writer’s point of view.

You're states that reading means “reading and understanding” She also states some
assumptions about the nature of reading that we need to perceive and decode letters in order
to read words; we need to understand all the words in order to understand the meaning of a
text; the more symbols (letters and words) there are in a text, the longer it will take to read it;
we gather: meaning from what we read; our understanding of a text comes from
understanding the words of which it is composed.Kalayo states that reading is an interactive
process that goes on between the reader and text, resulting in comprehension. The text
presents letters, words, sentences and paragraphs that encode meaning. The reader uses
knowledge, skills, and strategies to determine what the meaning is. So reading is
communication between the reader and the written text. The readers should use their skill to
understand the content of the text.

Richards states that comprehension means the identification of the intended meaning of
written or spoken communication. Comprehension is the process of making sense words,
sentences, and connected text. Comprehension must be the central focus of teaching children
to read and not something to be emphasized only after children have learned how to decode
and identify words. According to Catherine Snow, she mentioned that comprehension entails
three elements Reading comprehension is a "construction process" because it involves all of
the elements of the reading process working together as a text, read to create a representation
of the text in the reader's mind. Theoretically, reading comprehension is a process of
interaction between the reader with the text or it is a process by which the reader constructs
meaning by interacting with the text. According to Smith in Westwood reading
comprehension is considered to occur at four levels of complexity. These levels are:

Rubin in Westwood defines that reading comprehension has been described as a

complex intellectual process involving a number of abilities. Readers must use information,
already acquired to filter, interpret, organize, reflect upon and establish relationships with the
new incoming information on the page. In order to understand text, a reader must be able to
identify words rapidly, know the meaning of almost all of the words and be able to combine
units of meaning into a coherent message. Effective comprehension requires that the reader
maintains the meaning throughout the reading of the text. Jannete et al states that reading
comprehension involves much more than readers responses to text. Reading comprehension
is a multi component, highly complex process that involves many interactions between
readers and what they bring to the text ( previous knowledge, strategy use) as well as
variables related to the text itself.

SIGNIFICANCE OF THE STUDY

Reading comprehension encompasses a variety of skills that can permeate all aspects of
life. Having strong reading abilities can enable you to interpret and find meaning in all that
you read, and when you continuously improve these skills, you can develop your ability to
communicate effectively through writing. This study will determine the grade six students
reading comprehension skills.
a. STUDENTS. The result of the study would provide the students with valuable
information as basis for enhancing their own learning skills and level of reading
comprehension. Findings of the study will provide the students a clearer understanding
about the importance of comprehension when dealing with the lessons and activities
given to them, thus, enabling them to enhance the level of their reading comprehension.
Such understanding may foster positive result in terms of academic performance.

b. TEACHERS. This study will be useful to teachers as it will help them consider the
importance of teaching comprehension skills to their students and as they seek to
improve their academic achievement. Parents. It is hope that parents and soon to be
parents would be able to use the findings of this study in their role as the first teacher of
their child. Upon reading this study, developing and observing their child’s reading skill
and comprehension should be one of their priority as it would be vital in the academic
performance of their child as they emerge into the process of learning.

c. FUTURE RESEARCHERS. This study will help the future researchers as a guide in
doing their research. They can get new ideas and knowledge on the reading
comprehension level and academic performance.

HYPOTHESIS

This study will determine the significant difference of student in reading comprehension.
Thus, the following hypotheses have stated:

Ho 1 : There is no significant difference on students’ pre-test reading comprehension

mean score between experimental class and control class.

Ho 2: There is no significant difference on students’ post-test test reading

comprehension mean score between experimental class and control class.

Ho 3: There is no significant difference on students’ pre-test and post-test test reading

comprehension mean score between experimental class and control class.

SCOPE AND DELIMITATION

The coverage of this study will determine the students comprehension in reading and
understanding that will be conducted only at Lanna Elementary School of Grade 6 students
on academic year 2023-2024.

This study is limited to the number of respondents who are presently enrolled in Lanna
Elementary School in addition, the data will be delimited to theses respondents based from
the sampling technique to be used. The data, furthermore, is limited to the gather or collected
response from the respondents through the use of survey questionnaire your identifying the
reading comprehension and understanding of the Grade 6 students to determine the level of
skills in reading and understanding.

DEFINITION OF TERMS

To have better understanding of the study, the following terms are operationally defined.

a. Reading- each word in texts accurately and fluently, an active process of constructing
meanings of words. Reading with a purpose helps the reader to direct information
towards a goal and focuses their attention.
b. Comprehension- occurs when words on a page are not just mere words but thoughts
and ideas.
c. Skill- can be highly beneficial to assimilating and responding, reading skills that
pertains to a person's capacity to read
d. Understanding- the sum of your knowledge of certain topic is your understanding of it
or what is that mean.
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter gives a review of literature and studies related to the present study which is
a study on the low reading performance of the Grade VI pupils in Lanna Elementary School,
Tumauini Isabela during the year 2023-2024

LOCAL LITERATURE

Through reading, a child’s horizons are widened, and according to Juanino, he learns
many things, important events, stories of people and places. She says that school never be
dull as long as there are stories to read and learn about the sky, sea or the plants and animals
around. Reading among the Filipinos has not changed much — if anything, it has been
declining throughout the years. A study made in 2003(“Are We Reading?”, 2012) by The
National Book Development Board (NBDB), an agency of the government responsible for
the publishing industry in the

Philippines, in collaboration with Intellectual Property Office of Philippines, have found

that 90% of Filipinos do read. However, as the years went by, the rate of Filipino readers kept
declining. Comparing the data, they have gathered from 2007 and the one they have from
2012, there has been a decrease by -6% of Filipino do read. However, as the years went by,
the rate of Filipino readers kept declining. Comparing the data, they have gathered from 2007
and the one they have from 2012, there has been a decrease by -6% of Filipino readership
from 94% to 88%. And as the readership of Filipinos decline, the more it affects the amount
of audience for the literature written in English by national writers, to decrease as well. It is
somehow alarming, for the possible reason that not all of those Filipino who read, do actually
chose titles that are written in English by Filipino writers. Most of the Filipino readers today
would rather read books that are either written by foreign writers. And if the titles are written
by national writers, it would be likely preferred to be written in Tagalog, not English.
 Roilanda said that reading is the receptive phase of written communication. In decoding
the written language, the reader actively utilizes his/her knowledge of language, past
experiences and conceptualize attainments. Reading therefore is regarded as an interaction
between the reader and the written language through which the reader attempts to travel into
the world of fancy and wonders. Thus, when the child is given the correct training in reading,
he will find reading as an enjoyable experience which he brings along with him toward
maturity.

Esquerra pointed some of the disturbances in reading which are: motor disturbances and
glandular disjunctions, 2. Medical factor, 3. Intelligences, 4. Emotional factor and
personality, 5. Environment influence and 6. Methodological causes.

According to Gregorio, et.al. learning to read can be made satisfying to the students by
avoiding too much emphasis upon mechanics, by allowing a reasonable amount in their voice
of reading materials; by gradually developing interest in the better forms of literature.

Eronico states that the kinds of teachers we hope to be able to provide knowledge for our
children are those who are most effective in guiding the children toward the goals of
democratic living. Teaching is effective to the extent that the teacher does things or behaves
in ways that are favorable to the development attitudes, and adequate personal adjustments on
the part of the pupils.

The following are qualities of a good teacher:

a. love to teach

b. fond of children and young people

c. friendly and democratic in all that he does

d. believe that his work is vital and important

Rionda said that speaking is a first result of acquisition and not a cause. Speech cannot be
taught directly but emerges on its own as a result of building competence via comprehensible
input. Thus, speaking English while one prepares to go to school will not help one acquire
more English. However, listening to newscast on radio or TV might help a great deal, if these
are comprehensive.

Villamin stressed that reading is the key that unlocks the door to the world of
enlightenment and enjoyment, the basic tool for learning in the content field.

During the pre-primer period, Cordovon pointed out that the reader is guided in her work
by the following objectives:

1. To establish absolute reading readiness

2. To understand the relationship between the spoken and pointed word, phrase and sentence.

Hemphill suggested that the reading should begin when the class is ready. In learning to
read English, the child is ready when he has enough oral-aural activities to familiarize him
with the essential sound sentence structure of the language.

Manuel stresses the importance of reading as a tool subject. He further states that one of
the many ways of checking the deterioration in pupil’s arithmetic and writing ability is to
give greater attention to the basics. It means reducing the educational fields and concentrating
on the development of reading skills and ability.

FOREIGN LITERATURE

Reading comprehension plays a vital role in the process of learning. Thus, learners who
read without comprehending what they read have fewer chances of succeeding academically
than learners who read with comprehension.

Reading has been valued in studying from the earliest writings and subsequent documents,
progress throughout the ages down to the complex uncertain present – how the backward
races are suffering many deficiencies and enduring much hardship which literate people have
eliminated. Similarly, illiterate individuals are handicapped because they cannot read
adequately the materials which would refine their lives and improve their work.
 Cassareo (2006) reading is an interesting past time or hobby for those who like it. It
broadens one’s knowledge. Letters in the books talk to the reader. Reading teaches a child
many things. It may be good or it may be bad. It should be guided learning. Furthermore, in
the schools, reading as a subject should be given emphasis for it is the springboard in learning
other areas reading is open to a lot of words for learners. Early childhood cognitive
development will not develop building blocks of language for learners, unless parents know
the importance of good reading. Learners, whose parents are not aware that reading plays a
role in the child’s development, are not disposed to learn reading. Their opportunities in
learning are limited. Reading to every citizen is a new civil right. A child should be ready to
get a clear understanding of what he sees and reads in order to provide him a good early
experience. Every language and early pre-learning reading activities contribute to the
development of feeling of a child. Absence of this development will stifle learning and 2
understanding sounds, letter, and language. Language in reading is the building block of
speech.

For learners learning to read is a challenge to parents and educators. Parents should give
ample time to teach their children in reading no matter how busy they are. Parents should
develop good relationship at their early stage of learning. Education begins before birth.
Thus, the most important word that should be learned and practiced by a learner is credibility.
According to the First Lady of US President Bush, which was a teacher herself, high quality
teachers are needed in the classroom to guide and teach students to learn. One important aim
of reading is to learn to choose, analyze, and read good materials. There are teachers who
change a student’s life negatively or positively. Subsequently, teachers should teach a child to
be a worthy citizen in thought, in word and indeed. To make teaching reading more effective,
it should be integrated with subjects like art and music education, character education, non-
formal education and all other subjects’ areas in the school curriculum.

In short, reading is the right key to spiritual, social, intellectual, esthetical, mental,
moral, and academic success. It is also one of simple way for an individual to become a
worthy, responsible and deed. Teacher should be creative in integrating reading into more
interesting ways that can motivate students to read a lot.
LOCAL STUDIES

Four (4) recognition of words and identification of its meaning while reading
comprehension is all about the knowledge or understanding of what has been read the first
step of which is recognizing and giving meaning to words. Just like reading comprehension,
vocabulary of children differs. Most children acquire vocabulary during the preschool years
but the said acquisition is more arduous (Anglin, 1993; Hargrave & Senechal, 2000;) and
given its importance wherein children’s vocabulary can be a predictor of their overall reading
ability (Hargrave & Senechal, 2000), the need for a tool to assess it seems imperative.

Studying reading is synonymous to studying reading disabilities or problems associated

with reading. Despite efforts to have a highly literate population among children, there has
been a rise in the number of cases of children with reading problems or disabilities. In the
United States, many children exhibit reading difficulties as reported by the National
Assessment for Educational Progress (2005). In the Philippines, the Department of Education
has reported a number of cases of children with learning difficulties. Its impact is not only
limited to poor reading achievement because studies have shown that poor readers are at
significantly greater risk than good readers for developing attention and behavioural
problems (Adams & Snowling, 2001; Maughan & Carroll,2006). Thus, stressing the notion
and importance of assessing reading ability or achievement early in order to identify those
children that would need intervention. Aside from using reading tools to assess reading
problems or difficulty, it can also be used to gauge reading achievement or accomplishments
of children. This is of equal importance as reading achievement have been linked to many
research variables. Reading achievement was found to be related to higher levels of self-
esteem among students (Kaniuka, 2010), reading achievement was also related to extrinsic
motivation (Chiu, Chow, & Mcbride-Chang, 2007), and significant predictors of scholastic
achievement (Savolainen, Ahonen, Aro,Tolvanen, & Holopainen, 2008; Meneghetti et al.,
2006).

(The Assessment Handbook, Vol. 9, 2012; ISSN 2094-1412, PEMEA, December 2012)
 In the study of “Carino” found out that the average reading speed of pupils in Grade IV–
V was two years behind Philippine norm. Her study further revealed that pupil’s
comprehended difficulties are:

1. Inability to get the main idea of a selection;

2. Inability to predict outcomes;

3. Inability to infer;

4. Inability to note ideas;

5. Inability to follow-sequence of events;

6. Inability to get the main idea;

7. Inability to follow direction.

The reviewed study dealt mainly on the pupils’ comprehension difficulties which the
present study deals on reading difficulties of primary pupils. Both are similar to each other on
the forms of the investigation but differ on the kind of respondents involved.

In the study made by Sanchez, one described the reading difficulties encountered by the
Grade III pupils in oral reading in her respond school. Her findings showed that the errors
commonly committed by the pupils in the rank of their orders were: mispronunciation,
hesitation, repetitions, substitutions, not paying attention to punctuation marks. Among the
difficulties noted were poor pronunciation, poor phrasing, lack of reading readiness, too soft
volume of voice, poor posture syllable reading, reading too rapidly, nervousness, unnecessary
head movements. She identified also the following causes: mental retardation, physical
handicaps, direction confession, special brain defect, emotional causes, accidental
interferences, poor instruction, lack of reading materials at home and school, change of
medium of instruction shifting from English to Filipino or vernacular and vice versa, poverty
and lack of self-confidence.
FOREGN STUDIES

Reading comprehension is considered as important language ability because it enhances

the process of language acquisition and helps students to read for a variety of purposes.
Therefore, extensive exposure to comprehensible written texts can enhance the process of
language acquisition.

The ability to read, no matter what the purpose of reading is, requires that readers extract
information from the text and combine it with information and expectations they already
have. Therefore, reading is a meaning-construction process which involves an interaction
between text and reader. During reading, readers subconsciously try to interact with the
passage in order to understand the text. However, since in this interaction readers approach a
text with differing background knowledge, interests, motivations, skills, and strategies, they
arrive at different interpretations of the same text.

Reading is also a problem-solving behavior that actively involves the reader in the
process of deriving and assigning meaning. During this problem-solving activity, readers
have to draw on contextual information that contains syntactic, semantic, and discourse
constraints which affect their interpretation of the passage (Rivers, 1988, 11 p.71). Syntactic
constraints are provided by the word order and the syntactic rules of the language. Semantic
constraints include the distribution of meaning within a specific language and culture.
Discourse constraints are those provided by the topic of the text and its development.

According to Chastain (1988, p.26) these constrains make reading comprehension a

highly

cognitively demanding skill which involves careful attention, memory, perceptual processes,
and comprehension processes. It also includes understanding words, sentences, or even texts,
along with a complex integration of the prior knowledge, language proficiency, and meta-
cognitive strategies.
 Language learners may have various problems in reading comprehension. Some may
have specific difficulties with phonological skills, others with word recognition. Most,
however, have some difficulties in more than one area. Of course, reading difficulties can be
the result of many factors such as cognitive, affective, and so forth and it is never easy to find
the causes. Developing reading abilities assists students in overcoming their reading problems
and in becoming competent readers. Another important factor that contributes to students'
reading ability is the extent of their knowledge about various reading strategies (see Chastain,
1988; Rivers & Temperley, 1978). Beginners have fewer strategies at them disposal and are
less skilled than more experienced readers. Good readers try to create a structure on what
they are reading and this stimulates further expectations about what is to come next.

According to Rivers (1990, p. 30), students can progress in reading if the knowledge of
the language in the oral form precedes reading, as this is the order of learning the mother
tongues. Therefore, it becomes easier for readers to recognize what they already know orally,
in its graphic form. Oral reading fluency has attracted considerable attention as a potentially
reliable indictors of reading competence (Kame'enui & Simmons, 2001, p. 208). Practice in
reading aloud can be considered as a primary step to both reading and writing. 3Before
students can do either well, the connection between the sound and its written symbol(s) needs
to be recognized because competent reading requires adequate attention to the meaning of the
word while focusing on its sound. As a result, when a word is misread, good readers tend to
recognize the error, because it does not make sense in context. Without this knowledge,
students are not likely to be successful in the typical language class in which all language
skills are stressed.

SYNTHESIS

In the collected review and related studies and literature, those are related to the present
studies because it captured the heart of the study which is the reading comprehension skills to
students learning. Once thought of as the natural result of decoding plus oral language,
comprehension is now viewed as a much more complex process involving knowledge,
experience, thinking, and teaching. To set the stage for students to succeed at reading,
teachers can supply ample time for text reading, direct strategy instruction, and opportunities
for collaboration and discussion All studies were experimental, included a measure of reading
comprehension and participants with ASD and IQ's at least one SD below the mean. Results
indicated that most interventions included strategies that are supported for struggling readers
and were found similarly effective for this population.

CHAPTER 3
 RESEARCH METHADOLOGY

This chapter presents the research methodology used in this study in order to find out the

answer of the problems. In detail, it describes research method and approach of the research,

research design, procedure of the research, collecting and processing the data.

RESEARCH DESIGN

Research Design This study is a quantitative design that aims to determine the relationship
between Reading Comprehension (an independent variable) and Academic Performance (a
dependent variable). To test the hypothesis and answer the questions survey, questionnaires
and other devices are measured through the use of this instrument. This study the researcher
uses a correlational method was to determine the two variables if there is the relationship. In
order to investigate or to determine the relationship, the researcher gathered numerical data
using the design, hypothesis testing and analyzing is done using statistics. The result of this
study is very helpful in creating an enhancement plan aiming to improve the reading
comprehension of the students.

RESEARCH LOCALE

This study was conducted at Lanna Elementary Grade 6 student located in Tumaini Isabela

SELECTION OF RESPONDENT OR RESPONDENT OF THE STUDY

A total of 30 students will serve as a respondent in this study. This number of respondents
will base as the total sampling techniques which categorically focused only to e Grade 6
students in lanna elementary school.

DATA GATHERING INSTRUMENT

This study uses a questionnaire for gathering information from the respondents. The
instrument will be a standardized-made survey questionnaire to test the reading
comprehension of Grade 6 students at Lanna Elementary School. Through metacognitive
strategies, this instrument relates to our study because it talks about how the student
comprehends of whatever they read. And also, it relates to our study because it talks about a
reading self-assessment which is related to measure the level of the Reading Comprehension
of the grade 6 students.

DATA GATHERING PROCEDURE

The Grade 6 students are the identified population needed for the researchers. Simple random
stratified sampling is used to identify the number of respondents in solving with the use of the
formula. The researchers send a letter to the school principal as respondents. Reading
Comprehension Research Instrument The researcher adopted an instrument namely
quantitative research for measuring the Reading Comprehension of grade 6 students through
meta-cognitive strategy. Survey The chosen respondents of the study, the researcher utilized
the survey questionnaire. To begin the data analysis from the respondents, result was then
retrieved. Rest assured that the collected or gathered respondents from the respondents will
be treated confidentiality.

STATISTICAL TOOL

The following are the statistical treatment to be used in determining the grade six students

reading comprehension skills.

1. Simple frequency and percentage distribution will be utilized in treating the profile of the

respondents.

Formula:
P = f/n*100 where:
P = percentage
F = frequency
N = total of respondents
2. In determining the reading comprehension skills of grade six students, weighted mean will
be used.

Formula: where:
 WM= (5)f+(4)f+(3)f+(2)f+(1)f WM = weighted mean
WM= (5)f+(4)f+(3)f+(2)f+(1)f F = frequency
N N = number of respondents

Five-Point Likert Scale for measuring the Respondent’s in reading comprehension skills
Arbitrary Value Numerical Value Description
5 4.20 – 5.00 Very High Degree of Motivation
4 3.40 – 4.19 High Degree of Motivation
3 2.60 – 3.39 Moderate Degree of Motivation
2 1.80 – 2.59 Low Degree of Motivation
1 1.00 – 1.79 Very Low Degree of Motivation

3.To assess the respondents’ reading comprehension skills test, arithmetic mean will be used.

n = sample size

Five-Point Scale for the reading comprehension skills of respondent in grade 6 in lanna
elementary school

Numerical Value Description

41-50 Very Proficient
31-40 Proficient
 21-30 Moderately Proficient
11-20 Slightly Proficient
1-19 Not Proficient

4.To assess the significant relationship of the variables, Pearson-R Correlation will be used.

Degrees of Linear Correlation

Range Degree of Correlation

+/-1.00 Perfect Positive/Negative Correlation
+/-0.91 - +/-0.99 Very high Positive/Negative Correlation
+/-0.71 - +/-0.90 high Positive/Negative Correlation
+/-0.50 - +/-0.70 Moderately Positive/Negative Correlation
+/-0.31 - +/-0.50 Low Positive/Negative Correlation
+/-0.01 - +/-0.30 Negligible Positive/Negative Correlation
 0.00 No Relation

Test Statistics for testing the level of significance of r.

5. To measure the significant difference of the variables, T-Test and F-Test formula will
be used.

T-Test Formula: