THE LEVEL OF READING COMPREHENSION AFFECTING THE ACADEMIC

PERFORMANCE OF GRADE 7 STUDENTS OF D.Q. LIWAG NATIONAL HIGH

SCHOOL

GROUP 1

11-COMMITTED

Angeline L. Bacuno

Jan Lindsay De Mata

Lucky Serrano

Reymond Aloc

Arnold Magcayang
 CHAPTER 1.0

THE PROBLEM AND ITS SETTINGS

This chapter includes the introduction of this research study, its significance,

scope and limitation, significance of the study, statement of the problem and also

definition of terms.

INTRODUCTION

There is no specific age when children usually start to learn how to read as each

child greatly varies in their reading skills. Yet, some can already start to read at such a

young age, as early as 4 to 5 years old. And as we get older, the brain develops more

cognitive ability especially in learning. In children ages 10-12 or 6 th graders in elementary

school, they are under the developmental stage in which they obtain new skills and

improving their learning abilities. As they grow a year older entering the high school

phase as freshmen or Grade 7 students, their reading ability should be in accordance with

the level of reading ability comprehension set to their age and school grade level.

However, not all Grade 7 students can read accurately and fluently, even though they

have already graduated from elementary level or middle school. Though, recognizing and

pronouncing words may be easy for some Grade 7 students, yet the ability to comprehend

them, which is just as important, remains a question.

Reading comprehension is a necessary ability for students to acquire especially in

the high school level, as education in this phase becomes more complex and challenging
at a time. It is because education is the foundation for individuals’ growth and collective

development. Striving for academic excellence requires several factors, one of which, is

the level of reading comprehension of students. Reading is part of the educational process

which is a crucial aspect for students. Reading comprehension also benefits students as it

results to improved writing skills, better grades, stimulation of the mind, and improved

academic performance (Paul, 2022).

However, in order to interpret and apply the information from a reading material,

one must have the ability to comprehend what he/she had read. Reading comprehension

and recognizing words are different from one another. A student can read the whole

passage, but he/she may not understand it. Comprehension is not just reading mere words

but rather, the thoughts and ideas within the reading of a text is present (Dorothy, 2021)

Moreover, the vital and fundamental skill for academic success is reading

comprehension. It is also considered as a “crucial talent” as it affects different facets of

learning. Written and reading materials or texts must be understood, interpreted, and

analyzed for students to learn new information, broaden their vocabulary, and refine their

critical thinking skills (Khalilova, 2023). He also added that different learning techniques

to improve this crucial ability must be considered and applied.

According to Reid Smith et.al (2021), reading comprehension is core to academic

progress since all of the academic subjects in the curriculum requires reading and writing.

It is also considered as a tool to succeed in school, work, and life in general. It is the basic
cornerstone in which the academic performance of students is built (Abhijit, 2012). The

level of reading comprehension affects the academic performance of students as it allows

them to understand the academic texts, reading materials, passages, and other written

type of media given to them by their teachers and school community. Readers are more

likely to understand contexts of information presented to them in class, thus, they will

tend to have higher academic achievement (Onel and Durdukoca, 2021)

Studies have shown that high level or even average level of reading

comprehension can greatly affect and influence the academic success of students.

According to the conducted research study of Alan S. (2018), his results indicated that the

level of reading comprehension of Filipino students influences their academic

performance. When the reading comprehension decreases, it is more likely that their

academic performance will also decrease. Furthermore, in a study conducted in the year

2021 by Kim D. et.al, about exploring the level of reading proficiency/comprehension of

Grade 7 Filipino students, the study concluded that the level of reading

proficiency/comprehension somehow correlates their performance in school. Low-

performing students tend to have lower level of reading comprehension and proficiency.

The studies provided above proves that awareness of the level of reading

comprehension is important as it will determine or even result to a certain performance of

a student. By conducting this research study, the teachers, school and/or the community

can plan interventions or actions in which they can improve the level of reading
comprehension. Precisely in this study, the grade 7 students of D.Q. Liwag National High

School will be the main focus.

Additionally, the researchers would like to help solve the crisis in the education

system in terms of the reading comprehension of freshmen students or Grade 7 students.

The researchers also believe that awareness about this certain topic should be addressed

and spread to be able to do further steps, actions or interventions to address the possible

negative result of this study: IF EVER the Grade 7 students have low level of reading

comprehension and needing interventions.

BACKGROUND

Understanding the level of reading comprehension among Grade 7 students of

D.Q. Liwag National High School is important as it will benefit the Grade 7 students,

teachers and more. It is also an indispensable topic to do further research on for

optimizing educational approaches and/or strategies towards students’ reading

comprehension.

According to the results of the recent 2022 Program for International Student

Assessment (PISA) test, it revealed that the Philippines ranked 76 th out of 81 countries.

The test scores of the top-performing students did not move up in percentage points,

while low-performing students (LPS) recorded a 4.3 % decline in reading comprehension

proficiency levels. This shows that the level of reading comprehension of Filipino

students affected their PISA test results; same goes with academics.
 By determining the level of reading comprehension among Grade 7 students, it

will provide awareness to students, teachers, the school, and the community. And by

providing this awareness, the current educational techniques used regarding reading

comprehension can be assessed, addressed and further improved. This can also serve as a

background, reference and/or an RRL or Review of Related Literature of future

researchers to fill in the gap between studies related to the reading comprehension of

Grade 7 students of DQLNHS.

HYPOTHESIS

Grade 7 students of D.Q. Liwag National High School have an average level of

reading comprehension affecting their academic performance.

STATEMENT OF THE PROBLEM

This study aims to determine the level of reading comprehension affecting the

academic performance of grade 7 students of D.Q. Liwag National High School.

Specifically, this study was sought to answer the following questions:

1. What are the profile of the respondents in terms of:

1.1. Age;

1.2. Gender

1.3. Vocabulary level

 2. What is the level of reading comprehension of Grade 7 students of D.Q. Liwag

National High School of school year 2023-2024?

3. What are the factors affecting the level of reading comprehension of Grade 7

students in terms of:

2.1 Interest

2.2 Language Fluency and Background Knowledge

4. What are the possible recommendations to increase the level of reading

comprehension of students?

SCOPE AND DELIMITATION

This study only focuses on the level of reading comprehension affecting the

academic performance of grade 7 students of D.Q. Liwag National High School.

Respondents are grade 7 students of D.Q. Liwag National High School of batch 2023-

2024. This study will gather data using the close-ended research made questionnaire.

SIGNIFICANCE OF THE STUDY

This research is made with the aim to determine the level of reading

comprehension affecting the academic performance of grade 7 students of D.Q. Liwag

National High School.

Benefiting from this study are the various sectors as follows:

· Grade 7 Students

· Teachers
· School

· Community

· Future Researchers

DEFINITION OF TERMS

For better understanding of the study, the following and were conceptually and

operationally defined.

ACADEMIC PERFORMANCE - student’s achievement after his or her

completion of a course or subject from an institution.

READING COMPREHENSION - Ability to understand and interpret written text.

ACADEMIC EXCELLENCE - Demonstrated ability to perform, achieve, and/or

excel in scholastic activities.

VOCABULARY- A list or collection of words or of words and phrases usually

alphabetically arranged and explain or defined.

CONCEPTUAL FRAMEWORK

The figure showed the conceptual paradigm of the study indicating the independent and

dependent variable.

Independent Variable Dependent Variable

Profile of Level of Reading

DQLNHS Grade 7 students Comprehension of DQLNHS

In terms of: Grade 7 students based on:

 Age  Interest

 Gender  Language Fluency and

 Vocabulary Level Background Knowledge

 Figure 1. Research Paradigm

The first frame enumerated the independent variables. These were identified as

the profile of DQLNHS Grade 7 students in terms of age, gender, and vocabulary level.

For the dependent variables presented in the last frame, the researchers included

the level of reading comprehension of DQLNHS grade 7 students based on interest and

language fluency.

THEORETICAL FRAMEWORK

This study was based on the Simple View of Reading (SVR) Theory, The Interest-

Driven Creator (IDC) Theory, and the Theory of Academic Performance.

The SVR Theory of Gough and Tummer (1986) explains that reading consists of

skills in 2 critical areas: (1) reading each word fluently and accurately or word

recognition, and (2) comprehending the meaning of the text being read or language

comprehension. A proficient reader must be able to read each word accurately and

understand the meaning of the words in the text.

Additionally, the IDC Theory of Lung-Hsiang, Tak-Wai, Wenli et. al showed that

students’ learnings are influenced by their interest. Their learning is enhanced when they

are driven by their interest. Concisely, students learn reading comprehension more

effectively when they are interested in reading.

 Furthermore, the ToP [Theory] of Elger (2007) states that one of the fundamentals

in achieving academic excellence requires comprehension especially in reading. In the

pursuit of high academic performance, there is a correlation between the level of reading

comprehension and academic performance.

In addition to these theories, the present study aimed to determine the level of

reading comprehension of grade 7 students of DQLNHS to provide awareness. Factors

such as vocabulary, interest, and language fluency and background knowledge is present

in the SVR Theory and the IDC Theory. Reading comprehension affecting academic

performance manifests in the Theory of Academic Performance.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the ideas, generalization or conclusions, books and article

that related in this study. This will serve as a guide for the researchers in developing this

study. Moreover, the information included in this chapter helps in familiarizing

information that are relevant or similar to the present study. This chapter also present the

theoretical framework and paradigm.

The following are the obtained related literatures and studies with connection to

the concepts posted in this present research.

Related Literature

Foreign

For Paul Nowak (2022) in his article “What are the benefits of Reading

Comprehension?”, reading comprehension is the ability to read, understand, interact and

internalize the text being read. It involves critical thinking and deductive reasoning and it

is considered as the foundation for all academic skills which is an essential skill for

understanding instructions in class, learn about the world and more. Furthermore, good

reading comprehension skills benefits individuals especially students because it improves

writing skills, understand complex concepts, develop analytical skills, and more. Thus,

resulting in better grades and academic success.

Efie and Hanita (2024) entitled The Effects of Reading Habits on Academic

Performance among Students in an ESL Classroom: A Literature Review Paper. States

that students with effective reading habits not only enhances their critical thinking skills

but also broadens their knowledge with diverse literary works resulting to improved

reading comprehension. Strong reading habits indicate improving reading comprehension

thus resulting in success in school and academic performance. Reading comprehension is

claimed to be an important contributory factor to academic success which explains why

there is a need for effective reading habits.

Moreover, Derya Can (2020), entitled "The Mediator Effect of Reading

Comprehension in the Relationship Between Logical Reasoning and Word Problem

Solving." that the role of reading comprehension is in relation with logical reasoning. The

relationship between the variables found to be positively significant, the fact that reading

comprehension skill plays a mediating role in reasoning and word problem. It states that

people with higher level of reading comprehension tend to give more logical reasoning in

school and decisions. They also tend to be more outstanding in answering word problems

according to the study.

According to Khalilova (2024) entitled Mastering Reading Comprehension: A

Vital Skill For Academic Success, it states that effective reading comprehension skills is a

crucial ability that greatly helps academic performance. This skill enable students to

achieve academic success mainly because it fosters knowledge acquisition, critical

thinking skills, and vocabulary growth resulting in better exam performance and class

participation
 Taylor Hicks (2023) entitled “The Effect of Reading Habits on Academic

Success” stated that reading habits are directly related to academic success. The more

students read ,the more they employ word recognition and understanding therefore

improving reading comprehension. The amount of reading and reading habits are found

to be influenced by learners’ interest. Once an average or great level of reading

comprehension is established through reading habits, there are higher chances in which

one can strive for academic achievement and success.

Local

According to Neil (2023) in his article with headlines “Student Assessment

Philippines still in bottom 10” the Philippines ranked 76 th out of 81 countries for 2022,

stating that the reading comprehension of Filipinos are in decline of performance. The

Department of Education held a PISA national forum to address this dismal performance

of the Philippines these past years. Thus, interventions including “Catch-up Fridays”

were implemented in all public schools with the hope of improving the country’s reading

comprehension rate. This just shows how mastering reading comprehension is really

important and necessary to learners.

In addition to this, Alisunurin, 2021 cited in “Unpacking Underperformance:

Learning Mindsets and the Challenge of Academic Achievement Among Filipino

Students”, The 2018 PISA report revealed that 71.8 percent of participating students from

the Philippines have failed to reach minimum basic learning thresholds, raising doubts
about the state of education in the country. Filipino students are critically left behind by

their peers. Discourse on policies surrounding educational improvement processes lacked

a strong evidence base, mainly due to the absence of a robust learner-centered evaluation

mechanism. Education quality goals to prevent the otherwise late detection of learning

comorbidities among Filipino students.

Moreover, Inez Ponce De Leon (2022) entitled "Comprehending Comprehension"

it showed that comprehension is essential for improving learning and cognitive abilities.

By understanding the processes involved in understanding and retaining information,

individuals can enhance their overall comprehension skills, leading to better academic,

professional, and personal outcomes. Recent studies shows that still most Filipino

students have low reading comprehension. The Philippines’ status on learners’ reading

comprehension may be low but it is not the only problem the country has. The country

has a society that ceases subservience into children until they forget the liberation through

knowledge and school once offered. This study recommended that there should be other

learning systems to impose literacy and reading comprehension.

Moreover, Mark et.al (2023) entitled “Filipino Students’ Reading Abilities: A

Note on the Challenges and Potential Areas for Improvement” it has shown that many

students need help with reading comprehension, vocabulary development and critical

thinking skills. However, they are identified. Potential areas for improvement include
promoting early literacy programs, investing in teacher training, and developing reading

materials that are culturally relevant and engaging for Filipino students.

However, in A Literature Review of “Academic Performance, an Insight into

Factors and their Influences on Academic Outcomes of Students at Senior High Schools”

by Evans, Benjamin, et.al, academic success in terms of influence of textbooks on

academic achievement and influence of libraries on academic achievement are found to

be proven and has a positive correlation between these variables. It shows that reading

materials such as textbooks can improve one’s academic performance. Also, libraries in

schools where students can get resources of reading materials can result in academic

excellence. Students who excel are positively exposed to these factors and are more

likely to excel in academics compared to those who are less exposed to these factors.

Related Studies

Foreign

According to Helena Infante (2023), cited from her study ” Reading

comprehension and academic performangoodan analysis in primary basic education

students from Yopal – Casanare” reading comprehension shows a strong relationship

towards academic performance. The importance of reading comprehension from

grammatical, semantic, syntactic, and the necessary correspondences between sounds,

codes, and production, generates an understanding and is more likely to perform better

academically.
 In the study of Nurhan et. al (2023) entitled “The Relationship between Reading

Comprehension and Writing Skills of Fourth Grade Students and their Motivation to

Read and Write”, a major positive correlation was found between reading comprehension

towards writing skills and motivation of learners. Reading comprehension plays a

significant role in writing. In addition, the motivation of learners have an impact to the

improvement of their reading and writing skills. To be able to achieve better academic

performance, writing and reading comprehension skills are necessary.

Moreover, Onel and Durdukoca (2021) in their study entitled “Research on The

Effects of Reading Habits on the Academic Achievement of High School Students in

Biology Course” found out that there is a parallel relationship between academics and

reading skills. It is seen that the as academic achievement scores increase, the number of

books read monthly and time spared for reading daily increase. Thus revealing that

academic achievers attain academic success through great level of reading

comprehension through reading frequently. Readers are more likely to understand

contexts of information presented to them in class, thus, they will tend to have higher

academic achievement.

A factor that affects the level of reading comprehension is the Language Fluency

and Background Knowledge. According to Yusuf and Stafa (2020) "The study of reading

fluency and reading comprehension skills of primary school students whose mother
tongue is different" it revealed that the fluent reading and reading comprehension skills of

primary school 4th grade students whose mother tongue is Turkish are generally higher

than those whose mother tongue is Kurdish. The result of this study indicates that learners

have higher level of reading comprehension skills in a language they are familiar and

fluent in compared to their second language.

Another factor is the level of interest, according to Badriyah et.al (2021), cited

from their study "The Effect of Teaching Strategies and Students' Interest in Reading

Comprehension." The impact of teaching strategies and the students' interest in analyzing

comprehension influences their level of reading comprehension. Interest in reading

comprehension changed into drastically better taught through the usage indicating that

learners who are interested in reading are more likely to attain higher level of reading

comprehension. In addition, the study also experimented with various teaching strategies

for improving reading comprehension and it showed that it also made a positive impact in

reading comprehension.

Local

According to Erika Espia and Glen Cortezano (2023) cited from their study

entitled

“Reading Comprehension And Academic Performance In English Among Grade Seven

Learners” it was concluded that the greater the learner’s reading comprehension, the

better the students’ academic achievement. Which is why they recommended that
teachers should give more focus on the betterment of reading comprehension to students

as it indicates the learners’ academic success.

In the study of Glaiza (2019) entitled “Pupils’ Reading Comprehension, Problem-

Solving Skills and Academic Performance” claims that the results indicate that there is a

significant relationship between reading comprehension and problem-solving skills. The

study showed that problem-solving skills is a great factor which greatly contributes to

academic success. Hence, the competence of learners in reading comprehension relates to

their academic performance and problem-solving performance.

In addition Claire and Leonel (2019) in the study of Reading Habits, Reading

Comprehension and Academic Performance of Grade V Pupils it was hypothesized that

the students’ reading habit would correlate with reading comprehension and academic

performance. It was also predicted that their reading comprehension would also

correspond to their academic performance. Based on the results, the

hypotheses/assumptions were proven to be true. There are indeed positive correlations

between reading comprehension and academic performances of students.

In the study of Lea Ann (2023) entitled "Exploring the Relationship Between

Reading Comprehension Skills and Academic Performance Among UV-D Education

Students" showed the correlation between reading comprehension skills and academic

performance among students pursuing education degrees at UV-D. The study determined

the significant relationship between the two variables, showing that it is greatly in
correlation with each other. The study also showed that at great extent, the reading

comprehension skills influences academic success in a specific academic context.

However, Robert0 Suson et.al (2020) entitled “Basic Reading Comprehension in

Philippine Settings” pointed out that students vary in learning styles. In order to have

basic reading comprehension, different learning styles fitted for various learners should

be applied. Each student have different IQ and different versions of learning which is

why teachers should explore various learning strategies. Sometimes learners are good at

particular things excluding reading due to their different level of intelligence. Although

reading comprehension is an advantage for academic success, still it does not dictate the

intelligence of a person.
 ENDNOTES

Arzu Önel1 , Şule Fırat Durdukoca2 (2021). “Research on The Effects of Reading Habits
on the Academic Achievement of High School Students in Biology Course”
DOI: 10.46827/ejes.v8i9.3895

Badriyah Jamil Tanjung1,* Amrin Saragih2 Anni Holila Pulungan3 (2021)The Effect of
Teaching Strategies and Students' Interest in Reading Comprehension."
Atlantis Press Advances in Social Science, Education and Humanities Research, volume
591

Claire Madrazo and Leonel Fransisco (2019). Reading Habits, Reading Comprehension
and Academic Performance ofGrade V Pupils
https://www.researchgate.net/publication/
354200233_Reading_Habits_Reading_Comprehension_and_Academic_Performance_of
Grade_V_Pupils

Derya Can (2020) The Mediator Effect of Reading Comprehension in the Relationship
Between Logical Reasoning and Word Problem Solving
https://dergipark.org.tr/en/pub/per/issue/54375/726691

Effie Anak Wani and Hanita Ismail (2024) The Effects of Reading Habits on Academic
Performance among Students in an ESL Classroom: A Literature Review Paper
https://www.researchgate.net/publication/
377569512_The_Effects_of_Reading_Habits_on_Academic_Performance_among_Stude
nts_in_An_ESL_Classroom_A_Literature_Review_Paper

Erika Espia and Glen Cortezano (2023). Reading Comprehension And Academic
Performance In English Among Grade Seven Learners
https://www.researchgate.net/publication/
372402760_Reading_Comprehension_And_Academic_Performance_In_English_Among
_Grade_Seven_Learners

Evans Austin Brew, Benjamin Nketiah, et.al (2021) A Literature Review of Academic
Performance, an Insight into Factors and their Influences on Academic Outcomes of
Students at Senior High Schools
10.4236/oalib.1107423

GLAIZA T. JALA (2020) “Pupils’ Reading Comprehension, Problem-Solving Skills and

Academic Performance”
https://www.researchgate.net/publication/
346369323_Pupils'_Reading_Comprehension_Problem-
Solving_Skills_and_Academic_Performance

Helena Infante (2023). Reading comprehension and academic performance, an analysis in

primary basic education students from Yopal – Casanare
https://www.researchgate.net/publication/
371300125_Reading_comprehension_and_academic_performance_an_analysis_in_prima
ry_basic_education_students_from_Yopal_-_Casanare

Inez Ponce De Leon (2022) Comprehending Comprehension

https://opinion.inquirer.net/154516/comprehending-comprehension

Jason Alinsunurin ((2021) “Unpacking Underperformance: Learning Mindsets and the

Challenge of Academic Achievement Among Filipino Students
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3867956

Khalilova Kamola Komilovna (2023) Mastering Reading Comprehension: A Vital Skill

For Academic Success
https://doi.org/10.5281/zenodo.10020449

Lea Ann (2023) "Exploring the Relationship Between Reading Comprehension Skills and
Academic Performance Among UV-D Education Students"
https://www.researchgate.net/publication/374631743_Exploring_the_Relationship_Betwe
en_Reading_Comprehension_Skills_and_Academic_Performance_Among_UV-
D_Education_Students

Mark Idulog, Ronald Gadiano, et.al (2023) Filipino Students’ Reading Abilities: A Note
on the Challenges and Potential Areas for Improvement

https://www.researchgate.net/publication/
371470260_Filipino_Students'_Reading_Abilities_A_Note_on_the_Challenges_and_Pot
ential_Areas_for_Improvement

Neil Jayson Servallos (2023) “Student Assessment Philippines still in bottom 10” Philstar
News
https://www.philstar.com/headlines/2023/12/06/2316752/student-assessment-philippines-
still-bottom-10
Nurhan Aktaş1 , Ezgi Çetinkaya Özdemir2 , Bengisu Kaya Özgül3 (2023) “The
Relationship between Reading Comprehension and Writing Skills of Fourth Grade
Students and their Motivation to Read and Write”,
https://dergipark.org.tr/en/download/article-file/2764187

Paul Nowak (2022) “What are the benefits of Reading Comprehension?”,

https://irisreading.com/what-are-the-benefits-of-reading-comprehension/?
fbclid=IwAR0pj2138CBH-XGQBEbsJ4Ide-Y3QV4N0liT9gHMkYIE59FxP1jXIfx6Kq0

Roberto Suson, Wilfredo Anoos, et.al (2020) Basic Reading Comprehension in

Philippine Setting
https://www.researchgate.net/publication/
344965850_Basic_Reading_Comprehension_in_Philippine_Settings

Taylor Hicks (2023). "The Effect of Reading Habits on Academic Success" Culminating
Experience Projects. 389.
https://scholarworks.gvsu.edu/gradprojects/389

Yusuf Kiziltas, Mustafa Yildiz (2020) "The study of reading fluency and reading
comprehension skills of primary school students whose mother tongue is different"
https://www.researchgate.net/publication/346592535_The_study_of_reading_fluency_an
d_reading_comprehension_skills_of_primary_school_students_whose_mother_tongue_is
_different
 CHAPTER III

RESEARCH METHODOLOGY

This chapter present the methods and procedures will be needed in the study. It

includes the research design, discussion of the population or respondents of the study,

research instrument, data gathering, statistical treatment and also the data analysis of this

study.

RESEARCH DESIGN

The study we a qualitative research design that process of collecting analyzing

and interpreting data in the study. The researchers explore and analyze the level of

reading comprehension affecting the academic performance of grade 7 students of DQ

liwag National High School. The design will be used since the main purpose of this study

is to determine the level of reading comprehension of Grade 7 students.

POPULATION SAMPLING AND TECHNIQUE

This research will be conducted in D.Q Liwag National High School. The

respondents involved in this study are the grade 7 students D.Q Liwag National High

School and for the selection of respondents of this study, the researchers will use a simple

random sampling method to gather reliable information. The respondents were asked to

answer survey questionnaires to determine the level of reading comprehension of Grade 7

students.

RESEARCH INSTRUMENT
 In this study, the researchers applied simple random sampling in the selection of

respondents. Simple random sampling will be used among the ____ grade 7 students. The

formula given will be used to know the exact number of respondents in every section to

conduct a survey.

DATA GATHERING PROCEURE

To conduct this study, a letter of request was prepared, and the researcher will use

an survey questionnaire to gather information to the students in the Grade 7 level. The

researchers explained to the respondents the importance of their response to the study.

The respondents in each section will answer the survey questionnaire with full knowledge

of their responsibility as the subject of the study and request with all honestly. After data

gathering, the researchers collected it for tallying the scores and applied the statistical

treatment to be used in this study.

The survey questionnaire formulated by the researcher is a closed ended

questionnaire that can only be answered by selecting from limited numbers of options

and respond. The researchers used Slovin’s formula to identify the appropriate sample

size of the desired respondents.

STATSITICAL TREATMENT OF DATA

In this study the survey questionnaire and the Likert scale were used.

The following statistical procedures were used to interpret the data gathered from

the respondents of the study.

 1 Simple Percentage. The demographic profile variables of the respondents were

analyzed using the simple percentage with the following formula:

F
P= (100)
N

Where

P = Percentage

F = Frequency for each category

N = Total number of respondents

100 = constant multiplier

2. Weighted Mean. used to determine the level of reading comprehension

affecting the academic performance of grade 7 students of D.Q. Liwag National

High School. The responses to the questionnaire by grade 7 students were

statistically analyzed with data instrument of the study.

The formula for computing the weighted mean is:

∑ fw
WM=
Zf

WM= weighted mean

f= frequency of response

w= weight of responses
 ∑ = summation (the sum)

Frequency count: In this study, frequency count was to determine the quantity of

the respondents who answered the distributed questionnaires along with the respondents

of age, gender, and vocabulary level.

Percentage: This formula was used to determine the profile of the respondents in

terms of age, gender, and vocabulary level and the factors affecting the reading

comprehension of the DQLNHS Grade 7 students, and their level of reading

comprehension.

Rank Order: This was used to rank the profile of the respondents, as to age,

gender, and vocabulary level and the level of reading comprehension of Grade 7 students

of D.Q. Liwag National High School.

Slovin’s Formula: Used to get the appropriate sample for the population of grade

7 students of D.Q. Liwag National High School

Descriptive Statistical Analysis: Statistical method used to determine the level of

reading comprehension of Grade 7 students of D.Q. Liwag National High School.

 SURVEY QUESTIONNAIRE

Name: ______________________________________________________________
Age:____ Gender:_______
(Vocabulary Level: ________________)
To identify the Vocabulary Level, answer the VOCABULARY TEST in the table below.
Directions: Read each of the words below and then place a check (/) in the column that
best describes how well you know and understand each of the words.

TIER & WORD I KNOW IT I DON’T

SCORING WELL. I USE KNOW WHAT
IT. IT MEANS
1 sad
Rain
orange
run
2 Industrious
masterpiece
measure
fortunate
3 Asphalt
Crepe
economics
isotope
TOTAL

(For Researchers)
Basic Vocabulary High Frequency/Multiple Low-Frequency/Context-
(B) Meaning Vocabulary Specific Vocabulary
(MMV) (CSV)
SCORES 1-8 9-15 16-24
 Listed below are questions to determine your level of reading comprehension.
Please put a check mark (/) on the number/box that indicates your answer.
STRONGLY DISAGREE AGREE STRONGLY
DISAGREE (2) (3) AGREE
(1) (4)
1.I know how to read
2. I can read and pronounce
FILIPINO words correctly and
easily
3. I can read and pronounce
ENGLISH words correctly and
easily
4. I can clearly understand the
main idea and meaning of texts
after reading it once

5. I'm a slow learner and it’s hard

for me to understand what I’m
reading
6. I am confident in my reading
ability
7. I love reading books

8. I’m interested in reading and

it’s one of my favorite activities
9. I've been learning to improve
my comprehension to level up my
academic performance

10. I am very good or fluent in

FILIPINO
11. I am very good or fluent in
ENGLISH