EMPOWERING GRADE 7 STUDENTS' READING PROFICIENCY AND COMPREHENSION:

AN INTERVENTION STUDY USING SQ3R

METHOD AT RUNRUNO NATIONAL HIGH SCHOOL

An Action Research Paper

Presented to the Faculty of the College of Teacher Education
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong Campus

In Partial Fulfillment of the Course Requirement in

Professional Education 13 for the
Degree Bachelor of Secondary Education &
Bachelor of Culture, Arts and Physical Education
Major in English, Filipino, Physical Education, Social Studies,

RESEARCHERS
BANIH, KATHERINE R.
BEADOY, LORIE MAE A.
BEADOY, JANIMAR A.
BINAY-AN, AIZA D.
CONCEPCION, LORELIE S.
CONDE, CAROLYN B.
DULNUAN, JULIET I.
EBARDE, GERLYN F.
ESTELONG, SHEENALYN JOY
FRANCISCO, APRILYN J.
GUIMBONGAN, JANELYN F.

JUNE, 2023

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 CHAPTER I
INTRODUCTION

Background of the Study

Reading is something that most people in the modern world do without giving it

much consideration, despite the fact that it is one of the most important skills that learners

learn in school because it serves as the foundation for all subsequent learning. Many of the

day-to-day tasks require reading, and a person who can read well can function more

effectively in everyday activities, yet for an illiterate person, many of life’s seemingly

mundane and ordinary tasks which many literate people take for granted can become

insurmountable hurdles (Darrel cited in Hlalethwa, 2013).

Moreover, it should be noted that one of the major purposes of reading is reading

comprehension. However, the concept of reading comprehension could be discussed in

several aspects and factors involved in the process of reading comprehension. Kirby (2007)

indicated that learners need the knowledge of vocabulary, prior knowledge, morphological

awareness, cognitive speed, etc. to develop the skills of input decoding, the strategy uses,

and reading fluency which could lead them to the comprehension of text.

With the great importance of reading, schools are challenged to meet the needs of

young learners who are not performing at grade level expectations in reading and

provide support services to help these students achieve better. However, there are

problems in establishing reading comprehension in language classrooms. Issues such as

lack of vocabulary, incompetence in using reading strategies, ability to make connections

between text components, etc. have still been found (Spencer & Wagner, 2018). Kirby

(2007) indicated that students with insufficient supportive knowledge of reading tend to

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lose interest in the skill. To illustrate, students with limited vocabulary knowledge have to

face difficulty in comprehending the texts. They would lose interest in developing the skill

the more they struggle, creating a vicious cycle.

Therefore, one that is unable to comprehend and communicate well in any forms is

deprived of a wonderful learning experience in the life as a person. Finding from the 2010

IEA International Reading Literacy Study revealed that the Philippines ranked 28th out of

32 participating countries in study of the reading comprehension of 4th and 9th grade

students. The Department of Education has initiated programs to address the reading

problems of children. DepEd Order No. 45 s. 2002 or Every Child A Reader Program

(ECARP) is a national program that has its goal that every child will be a reader by the time

they finish Grade Three. Several intervention and remediation programs had been

conducted by teachers in order to address the call of the DepEd. However, data showed

that most of the pupils reaching Grades IV and above still have difficulties in their reading

skills.

To reinforce the effectiveness of instruction along reading skills, the pertinent

assessment tools have been fortified in order to determine the real status of students’

reading proficiency. One such assessment tool is called the Philippine Informal Reading

Inventory (Phil-IRI). It measures the reading proficiency of learners through word

recognition and reading comprehension in English and in Filipino by obtaining students’

rate in word recognition accuracy and in comprehension questions based on the set of

criteria for reading levels.

To response the current situation of the learners in reading proficiency and

comprehension, one such assessment tool is called the Philippine Informal Reading

3
Inventory (Phil-IRI). It measures the reading proficiency of learners through word

recognition and reading comprehension in English and in Filipino by obtaining students’

rate in word recognition accuracy and in comprehension questions based on the set of

criteria for reading levels. The Phil-IRI scale categorizes children at three levels:

frustration, instructional, and independent. Students who are frustrated with reading tend

to retreat or refuse to read. Students with an instructional reading level, on the other hand,

can only read with the help of a teacher. Those at the independent reading level can read

alone, even without the teacher's assistance.

Several key factors that prevent students’ reading comprehension in reading,

numerous cognitive processes are used in aid of comprehension. Likewise, strong

vocabulary skills aid a student’s ability to read proficiently. Unfortunately, as students

struggle to read, they often avoid reading. Refusal to read implies a wide range of

consequences since reading also influences vocabulary development. Thus, when one’s

reading is not fluent or a regular habit, then the development of one’s vocabulary is also

retarded. During reading, students continually process words to create meaning; and

without a strong vocabulary, students struggle to understand what they read Standford’s

(2015).

With the great importance of reading, schools are challenged to meet the needs of

young learners who are not performing at grade level expectations in reading and

provide support services to help these students achieve better. Schools are challenged to

innovate and initiate all possible interventions for the ultimate benefits of the learners.

This study was opted to undertake in order to offer vital information to the

concerned teachers and serve as a general guide for all other teachers dealing with issues

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with their pupils' reading comprehension and performance. Every student has a right to

high-quality instruction that develops their reading skills. Thus, an intervention study

using the SQR3 method was conducted to support the teacher's role in the enterprise of

reading skills and to help readers enhance their reading ability and comprehension.

Statement of the Problem

This study aimed to determine the reading proficiency and comprehension levels of

the Grade-7 students in oral reading for English and to develop a reading intervention

study using SQR3 method. Specifically this study aims to answer the following questions;

1. What is the level of the reading proficiency of Grade 7 students during their pre-test

and post-test evaluation?

2. What is the level of the reading comprehension of Grade 7 students during their pre-

test post-test evaluation?

3. Is there any significant difference on the reading proficiency during their pre-test

and post-test evaluation?

4. Is there any significant difference on the reading comprehension during their pre-

test and post-test evaluation?

5. Based on the findings, what are the proposed action plan can be formulated to

improve the reading proficiency and comprehension of the Grade 7 student?

Objectives of the Study

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 The study aimed to empower the Grade 7 students’ reading proficiency and

comprehension through using the intervention SQ3R method at Runruno National High

School. Specifically, it aimed to determine;

 To determine the pre-test and post-test reading comprehension level and reading

proficiency level of the Grade 7 in English in oral reading.

 To explore the effectiveness of reading intervention study using SQR3 method that

would address the reading deficiencies of Grade 7.

Alternative Hypothesis of the Study

There is significant difference on the reading proficiency and comprehension during

the pre-test and post-test evaluation of Grade 7 students.

Significance of the Study

School Administrators-The result of this study would provide them information and

insights, which would guide them on how they would address the possible problems of

students that will lead them to figure out on what needs to improve in the implementation

of the said intervention.

Faculty Members-The result of the study will help the teachers/mentors provide

encouragement to think of ideas that will give proper guidance to the students. This may

also increase their competency and encourage the teachers to think of other activities to

address the problem.

Students-This study will contribute in the student’s knowledge and awareness particularly

on reading proficiency and comprehension of the respondents. More importantly, it is

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 expected that results of this study would lead to the improvement in their studies. Hence,

any information gathered would provide possible solutions to the current problems that

they are encountering.

Parents- The study will give the parents insights about reading proficiency and

comprehension of their children as well as to determine their struggles that will help them

in finding ways to solve their problems.

Teachers- This study will provide data from the students' experiences and allow teachers

to have insights into how students view on reading intervention method that help them to

determine what they need to improve in their reading.

Future Researchers- It would contribute new knowledge and would serve as reference for

their studies.

Scope and Delimitation of the Study

In this study, the researchers’ focus is limited only to determining the reading

proficiency and comprehension of the Grade 7 students. To follow authentic patterns and

procedures with Grade 7 students of Runruno National High School, the researchers used

an intervention study using SQR3 method that served as a tool to gather the needed

information. This study was conducted in a month-long period of time through the use of

Phil-IRI

Conceptual Framework

The input-output system approach will be used in this study.

Input Process Output

Phase I
-Intervention (SQ3R 7
An action plan
Pre-test method)
empowering the
Evaluation in
Reading
Reading Phase II Proficiency and
Figure 1. The paradigm of the study

The figure presents the various factors directly associated with the study.

The first box presents the Input is the pre-test evaluation. Next, the process which it

has two phases which applying the intervention (SQ3R method) and the post-test

that results to an output which refers to the action plan in improving reading

proficiency and comprehension of Grade 7 learners.

Definition of Terms

To understand fully the study, the following terms were defined operationally:

Intervention- Refers to the intervention of SQR3 method in reading proficiency and

comprehension of the learners.

Reading Comprehension-It refers to the ability of the learners to read text, process it and

understand its meaning.

Reading Proficiency-This is to describe the proficiency in reading comprehension, reading

rate, and vocabulary of the learners.

SQR3 Method- A reading strategy used to improve learners reading proficiency and

comprehension, hence used as an intervention method in this study

PHIL-IRI- It refers to the informal reading composed of graded passages designed to

determine the individual student’s performance in oral reading, silent reading and listening

comprehension.

Frustration- It refers to the students who are frustrated with reading tend to retreat or

refuse to read.

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Instructional- It is an instructional reading level, on the other hand, and can only read with

the assistance of others.

Independent-It refers to the reading level can read alone, even without the teacher's

assistance.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

In order to emphasize the significance of the current study, this chapter includes

relevant literature and studies that the researcher used. Additionally, a synthesis of the art

is provided to help readers understand the research and increase comprehension of the

study.

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The Philippine Informal Reading Inventory (Phil-IRI)

Conforming to the primary program of DepED which is the “Every Child a Reader

Program" (ECARP) in 2004, which aims to make every Filipino child a reader and a writer

at his/her grade level. Thus, the DepED through the Bureau of Learning-Delivery-Teaching

and Learning Division (BLD-TLD) shall continue to administer the Revised Philippine

Informal Reading Inventory (Phil-IRI).

In advance of the implementation of the K-12 curriculum, the revision of the PHIL-

IRI was planned for early 2013. To reinforce the program, it was promulgated for

implementation in all public schools nationwide. The revised version of the assessment

tool known as Phil-IRI comprises a collection of grade-level passages, which can be

assigned to the entire classroom or to individual pupils, and has been specifically created to

determine a learner’s overall reading level.

According to Vilva (2019), the purpose of developing the Philippine Informal

Reading Inventory (PHIL-IRI) Assessment Tool was to enable educators to assess and

describe students’ reading proficiency in the classroom. The assessment tool works by

evaluating word recognition and reading comprehension abilities in both English and

Filipino languages, by measuring the percentage of accuracy in word recognition and

correct answers to comprehension questions based on predetermined reading level

criteria (Gillaco, 2014).The Phil-IRI scale categorized pupils into four levels, which included

nonreader, frustration, instructional, and independent levels. Pupils under the frustration

reading level tend to withdraw themselves to read by refusing it. In the instructional

reading level, the pupil can only read when being guided while in the independent reading

level, the pupil can read alone with ease without the guidance of the teacher.

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 The Philippine Informal Reading Inventory (PHIL IRI) is an essential tool for

teachers at the secondary high school level in the Philippines. PHIL IRI is a diagnostic tool

designed to assess the reading abilities of students in three areas: word recognition,

comprehension, and vocabulary. This addresses the issues concerning literacy

improvement. Designed to be utilized in the classroom, the Phil-IRI is a tool for assessing

the reading abilities of students in English and Filipino. Through the tool, educators can

evaluate the learning outcomes of oral reading, silent reading, and listening comprehension

of the learners.

The Philippine Informal Reading Inventory (PHIL IRI) is a widely used tool in

determining the reading abilities of students in the Philippines, these three types of

assessment aim to determine the learners’ independent, instructional, and frustration

levels. To reinforce the program, it was promulgated for implementation in all public

schools nationwide. It directly addresses the aspiration in making Filipino children writers

and readers at their grade level determining their difficulties and reading skills.

To address the increasing number of non-readers in both Filipino and English, the

Revised Phil-IRI was introduced in 2018 for grade 7 students in secondary education.

Incorporating PHIL IRI into classroom instruction can also promote students’ motivation to

read. According to Mingaracal, et al. (2017), the use of PHIL IRI can improve students’

reading comprehension, vocabulary skills, and reading motivation. In secondary high

school, many students start to lose interest in reading due to the growing demands of their

academic work, PHIL IRI can help students develop a love of reading by making it more

accessible and enjoyable.

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 Numerous studies have been conducted on the effectiveness and reliability of the

Philippine Informal Reading Inventory (PHIL IRI). The PHIL IRI is a widely used tool in the

Philippines, particularly at the secondary high school level, for the evaluation of students’

reading abilities.

The literature suggests that PHIL IRI is an effective and versatile assessment tool at

the secondary high school level in the Philippines. It can assist teachers in improving

reading instruction, guiding students’ reading development, and promoting the acquisition

of critical reading skills. The inclusion of PHIL IRI in instructional practices can lead to a

better understanding of students’ needs, enabling teachers to provide the necessary

support and help students achieve academic success.

One significant advantage of using PHIL IRI is that it allows teachers to identify

reading difficulties in students and address them promptly to improve their reading

performance. This assessment enables teachers to pinpoint specific areas where the

students are struggling, such as comprehension or vocabulary, and develop targeted

approaches to address those problem areas (Gevero and Aquino, 2019). This personalized

approach helps students acquire the reading skills essential for success in their academic

and professional pursuits.

One study by Asperin et al. (2019) examined the validity and reliability of PHIL IRI

in assessing the reading proficiency of Grade 7 students. The researchers found that PHIL

IRI has a high level of content validity and a moderate level of construct validity, indicating

that it is a reliable tool for measuring reading ability. They recommend that PHIL IRI be

used in conducting other reading assessments to obtain a more comprehensive view of

students’ reading skills. Another study by Mingaracal et al. (2017) looked at the impact of

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PHIL IRI on students’ reading performance. The study found that the implementation of

PHIL IRI led to improvement in students’ comprehension and vocabulary skills, as well as

increased motivation to read. The researchers suggest that PHIL IRI be incorporated into

classroom instruction to support students’ reading development.

In a review of literature on reading instruction in the Philippines by Martinez et. Al

(2018), PHIL IRI is identified as a valuable tool for guiding teachers in developing effective

reading programs. The researchers emphasize the importance of using data from PHIL IRI

to inform instruction and differentiate teaching methods to meet the needs of individual

students. Another advantage of PHIL IRI is its ease of use. Teachers can quickly and easily

administer the assessments, which take approximately 20 to 30 minutes per student. This

time-efficient tool ensures that teachers can quickly assess the reading abilities of their

students and focus on their instructional practices to support their reading development

(Asperin et al.,2019).

Furthermore, a study by Sumile (2018) investigated the inter-rater reliability of

PHIL IRI. The study revealed that PHIL IRI has a high inter-rater reliability, which signifies

that the assessment tool can produce consistent results across different raters. This feature

ensures that the PHIL IRI can be an objective and reliable tool for teachers to assess the

reading fluency of their students.

SQ3R Method

The SQ3R method is a popular study technique widely used by students. SQ3R

stands for Survey, Question, Read, Recite, Review. This method has been widely researched

to determine its effectiveness in enhancing the learning process.

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 Several studies have been conducted to assess the effectiveness of the SQ3R method

in educational settings. For instance, a study by Thomas et al. (2019) found that SQ3R

significantly improved students’ comprehension and retention of text when compared to

traditional study methods. The study also showed that students who used SQ3R performed

better on exams and tests.

Similarly, a study by Sherfield and Moody (2013) found that students who used

SQ3R had better comprehension and retention of material than those who did not. The

study also found that SQ3R had better comprehension and retention of material than those

who did not. The study also found that SQR3 helped students to stay focused on their

studies, develop a better understanding of the material, and perform better on exams.

Another study by Delaney et al. (2010) found that SQ3R improved reading

comprehension and memory retention in students with learning disabilities. The stuy

highlighted the effectiveness of the SQ3R method for helping students with learning

difficulties to overcome reading challenges.

Overall, the available research suggests that the SQ3R method is an effective study

technique for improving reading comprehension and memory retention of material. The

method has been found to help students stay focuses on studying and perform better on

exams.

PHIL IRI and SQ3R are two different study techniques aimed at enhancing

comprehension and retention of information. Overall, both techniques are effective in

helping students better comprehend and remember information. However, the

effectiveness of each technique may vary for different individuals and subjects. Some

students may find PHIL IRI to be more effective for technical subjects, while others may

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prefer the SQ3R method for analyzing literature. Ultimately, it is up to each individual to

find the study technique that works best for them.

In a study by Payongayong and Garcia (2017) on the reading comprehension skills

of Filipino university students, they found that the use of reading strategies such as the

SQ3R method had a positive effect on students’ comprehension abilities.

Another study by Oreski and Arbona (2016) examined the use of various reading

strategies, including the SQ3R method, among Filipino junior high school students. The

study found that teaching students to use reading strategies led to significant

improvements in their comprehension skills.

One study published by K.J Daniel in the Journal of Educational Research showed

that using the SQ3R method improved comprehension and recall of course material among

7th-grade students. The study found that students who used the SQ3R method performed

better on tests than those who did not. Another study published in the Journal of Reading

found that using the SQ3R method improved their ability to answer questions about the

material and retained more of what they read than those who did not use the method. It

also revealed that using the SQ3R method helped improve reading comprehension skills in

Filipino secondary-level students.

A study published in the Philippine Journal of Science found that using the SQ3R

method improved the reading comprehension and academic performance of 7 th-grade

students. The study also suggested that the method could encourage the students to

become self-directed learners. Based on these findings, it can be inferred that the SQ3R

method is an effective study technique for 7 th-grade students in the Philippines. By using

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this method, students can improve their reading comprehension skills, retain more

information, and become self-directed learners.

CHAPTER III
RESEARCH METHODOLOGY

Research Design

The quasi-experimental research approach underneath to quantitative study was

used to carry out this research. According to Cresswell(2008), quasi-experiment is

experimental situations in which the researcher assigns, but not randomly, participants to

groups because the experimenter cannot artificially create groups for experiment.

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 Furthermore, the researchers explore whether the SQ3R Method is effective in

improving the Reading Skill and Comprehension on which we applied the Pre-test and

Post-test design. Cresswell explains that a pre-test provides measures on some attributes

or characteristics that was assessed for the participants in an experiment before they

receive the intervention. Meanwhile, a post-test is a measure on some attributes or

characteristic that we will assessed for participants in an experiment after a treatment.

Research Environment

The collection of data was gathered at Runruno National High School located at

Brgy. Runruno,Quezon, Nueva Vizcaya.

Participants and Sampling Procedure

The chosen participants were thirty (30) Grade 7- Raniag students enrolled at

Runruno National High School. According to Frankeal et al. (2012) also stated that the

minimum acceptable for quantitative study is 30 which means the sample has fulfilled the

requirement of minimum number of participant that should be assigned in quantitative

study.

All of these participants were selected through purposive sampling. This sampling

method was conducted where the researchers rely on their judgment when choosing the

population to participate in their study. In the preliminary study, the researchers selected

the thirty (30) students as participants as they are identified as Instructional and

Frustration level or who performed below level of expectation [those with a total Raw

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Score below 14 in the Phil-IRI Group Screening Test (pre-test)] conducted by the English

department.

Research Instrument

PHILIPPINE INFORMAL READING INTERVENTION

This study method developed on basis of research in cognitive psychology which

promotes enhanced learning of reading materials. Before applying the SQ3R method, the

learners are first given pre-test using the PHIL-IRI Reading Screening Test for Grade 10 to

ensure the learners comprehension level with fluency.

Results will be determined through the use of Phil- IRI Oral Assessment Tool in

which Word Recognition and Level Comprehension will be computed using PIRI Oral Test

Criteria as presented in Table 02.

LEVEL WORD RECOGNITION COMPREHENSION

Independent 97% - 10% 80%- 100%

Instructional 90% - 96% 59% - 79%

Frustration 89% - below 58% - below

Table 01. PIRI Oral Test Criteria

Phil-IRI Background Information

Phil- IRI refers to the revised assessment tool composed of as set of graded passages

administered to the whole class and to individual students, which was designed to

determine a student’s reading level. It used as a classroom-based assessment tool aims to

measure and describe the learners reading performance in both English and Filipino

languages in oral reading, silent reading and listening comprehension. The Phil-IRI data

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shall also serve as one of the bases in planning, designing/redesigning the reading

instruction of the teachers and the school’s reading programs or activities to improve the

over-all school’s reading performance.

Phil-IRI Graded Passages

Refers to informal assessment tools used to record individual student’s performance

in oral reading, silent reading and listening comprehension.

SQ3R METHOD

As reading skills and comprehension has always been a problem for teachers

during Independent and Cooperative Learning (ICL) as well as on Class Discussion which

one main reason is the poor reading habits, the SQ3R Method not only enables student to

improve their reading skills but also makes the reading process less difficult and more

interesting.

After obtaining the result, the steps improve their reading skill and comprehension

will start using the SQ3R Method for approximately 1 month. Through this sequence, the

readers are expected to increase their understanding of the text by engaging in the

reading process both before, during and after intentionally.

1. Survey (S): initially, the readers start by reviewing the assigned text in order to gain an

initial understanding of it by paying attention to its most obvious elements, such as

headings, bolded text, or available charts. The first skim provides readers a framework for

what will be presented in the text.

2. Question (Q), also called Query: from this initial preview, the readers are in the

disposition to start generating questions about content of the text. For example, they

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 could convert the titles into questions, or they could create more general questions such

as “what is the text about?” or “how could the content of this text be beneficial for me?”

3. Read (R1): as the readers engage in the reading of the text itself, they do it actively,

having as a background the work done in the two previous steps. Thus, the questions

which were generated during the preview of the text help readers to focus.

4. Recite (R2): also called Retrieve or Recall: as readers move through the text, they

recite or rehearse the answers to their initial questions, using their own words. Tis can be

done either an oral or written form, and it is aimed to support the personal formulation

and contextualization of the content of the text.

5. Review (R3): after the reading is completed, readers review the content of the text by

repeating back to themselves what the main ideas of the text were, by using their own

words.

Data Gathering Procedure

The researchers are required to ask permission or approval from the school head of

the school. Then the researchers requested the data of PHIL-IRI graded passages (Pre-test)

conducted by the English teachers for the first quarter. Once all the data describing the

student’s reading performance has been gathered, the researchers applied SQ3R Method

Intervention. After receiving specialized instruction, the students will be reassessed using

the PHIL-IRI Posttest Forms. The PHIL-IRI Posttests have a total of 8 guide questions that

test their reading comprehension. Using the graded passages, the test administrators

identified the student’s levels-Independent, Instructional and Frustration. Then, the

posttest was compared with the pre-test results. Further, throughout the study, the

20
researcher handled all data gathered with utmost regard for the confidentiality of all

participants. The data gathered well then be tabulated, computed, analyzed and interpreted

accordingly.

Data Analysis Process

Oral Reading Score- This was used to determine the number of miscues during oral

reading.

Reading Speed- This was used to determine the number of seconds/minutes that it took

the student to read the passage.

Comprehension Level- This was used to determine the comprehension level of the

student in answering the guide questions in Form2A/2B.

Analysis and Interpretation of Word Reading and Comprehension Level- This was

used to determine the level of each student for each passage.

Independent T-test- This was used to determine the significant difference of the pre-test

and post-test of the participants.

CHAPTER IV

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 RESULTS AND DISCUSSION

This part includes the discussion of results and reflection of the study. The data presented
in this part follows the arrangement of the problems as set in the Action Research
Questions.
Upon the administration (SQ3R Method) and after the conduct of the final
evaluation (Post Test), the collected data and the result of the pre-test and post test were
evaluated and analyzed.
Problem 01. What is the level of the reading proficiency of Grade 7 students during
their Pre-Test Evaluation?

Word Reading Pre-Test Result

Rate Proficiency Level
Scores

97-100 22 73.33% Independent

90-96 8 26.66% Instructional
89 below 0 0 Frustration
Total 30 100
Mean Independent

Table 06. Proficiency Level of the Grade 7 during their Pre-Test

Problem 02. What is the level of the reading Proficiency of Grade 7 students during
their pre-Test Evaluation?

Word Reading Post Test Result

Percentage Proficiency Level
Scores

97-100 0 0 Independent
90-96 30 100% Instructional
89 below 0 0 Frustration
Total 30 100
Mean Instructional
Table 07. Proficiency Level of the Grade 7 during their Post Test

Problem 03. What is the level of Reading Comprehension of Grade 7 students during
their Pre- Test Evaluation?

Score Range Pre-Test Result Comprehension

Percentage
(8 Item Test) Level

6-7 10 33.33% Independent

4-5 20 66.66% Instructional

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 3-1 0 0 Frustration
Total 30 100
Mean 0.3 Instructional
Table 08. Comprehension Level of Grade 7 Students during their Pre-Test

Problem 04. What is the level of Reading Comprehension during their Post Test
Evaluation?

Post Test Result Comprehension

Score Range Percentage
Level

7-8 8 26.66% Independent

5-6 22 73.33% Instructional
4 below 0 0 Frustration
Total 30 100
Mean 6.2 Instructional
Table 09. Comprehension Level of Grade 7 students during their Post Test

Problem 05. Is there any significant difference on the reading proficiency during
the Pre- Test and Post Evaluation Test?

T-State Probability Decision of

Test Interpretation
Value Value Hypothesis
Proficiency
0.7 .492 Accepted No Significant
Test
As shown in the table, the statistical test comparing the pre-test and post-test (SQ3R
Method) of the proficiency/oral reading score of the grade 7 yielded a T-stat value of
0.7 and probability value of .492 which rejects the null hypothesis, suggesting that
there is likely no significant difference between the pretest and post-test evaluation.
The findings showed that the result of the oral reading scores on post-test are
slightly higher that the pretest scores, but this difference is not statistically significant
at the given level of significance (<.05).

Problem 06. Is there any significant difference on the reading comprehension

during the Pre- Test and Post Evaluation Test?
T-State Probability Decision of
Test Interpretation
Value Value Hypothesis
Comprehensio
2.62 .01371 Rejected Significant
n Test

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 As shown in the table, the testing of hypothesis for the pretest and post-test
(SQ3R Method) for their comprehension score yielded a T-stat value of 2.62 and
probability value of .01371 that is statistically significant at the p<0.5 level which accepted
the hypothesis and established a significant difference in the pretest and post-test result of
the Grade 7 students.
The above findings imply that on average, the post-test scores are higher than the
pretest scores. The significant difference suggests that there has been a meaningful change
or intervention that has positively influenced the students’ performance.

Problem 07. Based on the findings of the research, what action plan can be
formulated to improve the reading proficiency and comprehension of the grade
7 students?

Based on the findings of the research, it is highly recommended to implement

SQ3R Method as an intervention to improve the reading proficiency and
comprehension under all levels in Junior High school at Runruno National High School.
It is also suggested to use the findings in addressing the problems on all reading
related problems and to conduct a similar intervention to address the reading speed
and rate of students as fluency is also as important as the proficiency and
comprehension.

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 Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATION

This Chapter presents the summary, or the research work undertaken, the

conclusions drawn and the recommendations made as an outgrowth of this study. This

study is on the effectivity of SQ3R method as a tool in improving and empowering the

reading proficiency and comprehension of the grade 7 learners at Runruno National High

School.

Summary

The salient findings of the study are as follows:

I. To examine whether SQ3R Method is an affective tool to improve the

reading proficiency and comprehension of the Grade 7 learners at

Runruno National High School

- SQ3R Method is highly effective in improving the reading

comprehension of the grade 7 learners based on the result that on

average, the post-test is higher than the pretest which indicates a

significant difference in the two test and implies that there is a

meaningful change or intervention while for the reading proficiency,

the post-test is just slightly higher than the pretest which shows no

significant difference.

II. To test the hypothesis that SQ3R Method can be used as a tool to

address the reading related problems of students

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 - The overall computed t-stat value of 0.7 and p-value of .492 at a 0.05

percent level which indicates that there is no strong evidence to reject

null hypothesis while the learner’s reading comprehension with a t-

stat value of 2.62 and a p-value of .01371 which indicates that there is

strong evidence to reject the null hypothesis, suggesting a significant

difference between the pretest and post-test.

III. To conduct similar action research with different intervention to

improve the reading proficiency, comprehension and even the

reading rate (fluency) of the students and compare it to SQ3R

Method and apply what suits their learning style best

IV. To spearhead realistic action plans and efforts to address all reading

related problems of learners as it is as important as other factors in

learning.

Conclusion

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

SQ3R Method is highly effective in improving grade 7 learners reading

comprehension while lightly effective in their reading proficiency. Though, the statistical

analysis indicates an insignificant improvement for the reading proficiency while a

significant improvement in the Reading Comprehension scores between the pretest and

post-test phase, but it may be valuable to explore additional factors or conduct further

analyses to better understand the specific nature of this improvement.

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Recommendation

In light with the findings and conclusions of this study, using SQ3R Method is

perceived beneficial both for the students and teachers as it can help them lessen their

burden in thinking what to do to help students in their learning. To address these, the study

recommends that:

A. Teachers or advisers should conduct action research with the same intervention but

with longer time span

B. In order to address all reading related problems, the school should formulate action

plans and implement projects with effort to help learners improve their reading abilities

while they are in high school considering the fact that it is one of the most important

skills that learners learn in school because it serves as the foundation for all subsequent

learning.

C. The school conducts a similar action research with different intervention to find out

what strategy can be used best to improve their reading proficiency as well as their

reading rate/fluency as it is observed that most students are in frustration level

considering their speed, accuracy, and prosody (reading with proper expression) in

which the overall result is not presented since it is not part or focused of the research

study.

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LITERATURE CITED

28
 APPENDICES

Appendix A: Approval letter from the Principal

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Appendix B.

Research Interview Questions

Appendix C.

e.

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 CURRICULUM VITAE

JULIET I. DULNUAN
Sitio Kinalabasa, Runruno, Nueva Vizcaya
Contact Number 09381436240
Julietdulnuan3029@gmail.com
PERSONAL BACKGROUND
Birthday July 29, 2000
Birthplace Solana, Cagayan
Civil status Single
Occupation Student
Religion Roman Catholic
Parents Virginia I. Dulnuan
Salvador D. Dulnuan*
Siblings Karen may I. Dulnuan
Brix Vicente I. Dulnuan
Joyce I. Dulnuan
Dan Dexter I. Dulnuan
Jenny Jean I. Dulnuan
EDUCATIONAL BACKGROUND
Elementary San Luis Elementary School
Solano, Nueva Vizcaya
2012-2013
Secondary Solano High School (Grade 7, 2013-2014)
Junior Runruno National High School
Senior Runruno National High School
Runruno, Quezon, Nueva Vizcaya
2018-2019
Tertiary Nueva Vizcaya State University
Bachelor of Secondary Education Major in English
Bayombong, Nueva Vizcaya

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 CURRICULUM VITAE
Contact Number:
@gmail.com

PERSONAL BACKGROUND

Birthday:

Birthplace:

Civil Status:

Religion:

Parents:

Siblings:

EDUCATIONAL BACKGROUND

Elementary

Secondary

Tertiary

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