St.

Rose Catholic
School
FACTORS IMPROVING THE READING COMPREHENSION OF
GRADE 11 STUDENT ON LANGUAGE SUBJECTS AT
ST. ROSE CATHOLIC SCHOOL INC.

A Research
Presented to the Faculty of
St. Rose Catholic School, Inc.
Paniqui, Tarlac

In Partial Fulfillment
Of the Requirement
For the Research Project

Aton, Josh Andrei T.

Booc, Philip James L.
De Leon, Kyla Shanne A.
Malgana, Judel Mark R.
Melchor, Marion Jimmary C.
Paragas, Edsen Daile S.
Quia, Quirsten Kim M.

May 4, 2024
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Table of Content

Table of Content …………………………………………………………... i

Introduction ……………………………………………………………….. 1

Review of Related Literature …………………………………....... 2

Conceptual Framework …..……………………………………….. 3

Statement of the Problem …………………………………………. 4

Significance of the Study ………………………………………….

Methodology ………………………………………………………………

Research Design …………….……………………………………..

Research Respondents …………………………………………….

Research Instrument ………………………………………………

Data Collection Procedure ………………………………………...

Ethical Consideration ……………………………………………..

Data Analysis Procedure ………………………………………….

References ………………………………………………………………...

List of Appendices

Survey Questionnaire ……………………………………………………...

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Introduction

Reading simply means understanding and getting information from a text (Aminatun

et al., 2021). Making meaning of what you have read is also known as reading

comprehension (Barowski et al., 2023). Understanding a written text means figuring out the

words, putting their meanings together to form sentences, and then making a clear and

suitable model of the text (Bruggink et al., 2022). Reading comprehension involves two

skills: decoding (recognizing individual words) and language comprehension (interpreting

words & context) where decoding is crucial in the early stages of reading development

(Hammond et al. 2021). A researcher states that reading involves not just seeing words but

also mental processes. When we read, we’re not just looking at symbols; we’re also

converting those symbols into spoken words in our heads. Therefore, reading is not just a

physical activity but also involves mental actions like understanding and processing the

meaning of the words (Suyana, 2019). Words in a student’s vocabulary are not alone, but are

connected to many other words, and the more connections they have, the better they

understand the main word (Bruggink et. al., 2022). Reading comprehension is a fundamental

skill crucial for academic success, especially in language subjects where it serves as the

cornerstone for understanding and analyzing textual content. In the context of Grade

11 students at SRCS, mastering reading comprehension is particularly significant as they

transition into more complex literary and academic texts.

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However, numerous factors can influence students’ ability to comprehend what they

read. While existing study provides valuable insights into the factors affecting reading

comprehension, there remains a gap in understanding how these factors specifically manifest

among Grade 11 students at SRCS. Limited research has been conducted specifically within

the context of this demographic, and there is a need for a comprehensive investigation to

identify the unique and specific factors that improve the reading comprehension grade 11

students in language subjects at SRCS. Addressing this gap is essential for developing

targeted interventions and effective strategies to support students’ literacy development and

academic achievement.

Moreover, this investigation aims to provide significant benefits for grade 11 students,

language teachers, and researchers. The findings can serve as a tool for grade 11 students to

improve their reading comprehension skills. Additionally, language teachers can examine the

study’s findings to create better and good teaching in classrooms. It also offers valuable

guidance for researchers by filling gaps in the study. Specifically, Our study's main objective

is to identify the specific factors improving the reading comprehension of grade 11 students

in language subjects. This research aims to provide valuable insights to improve reading

comprehension and academic success among grade 11 students at SRCS.

Review of Related Literature

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This chapter presents a review of literature and studies related to this present study.

These resources came from a study of online searches and a thesis. It aims to provide

relevant information that will help you understand the current study better.

Children who have trouble understanding what they read can suffer at school and in

real life, which can have an impact on their confidence (MacDonald, 2022). However,

Bernardo & Mante-Estacio (2023) stated in their study that the results indicate variations in

the student’s awareness of which strategies aid in their reading comprehension and point to

the need to better understand how effective reading strategy instruction is taught to and is

engaged by Filipino students in their reading class. Based on data from 2019 PISA (Program

for International Student Assessment), compared to their international counterparts, Filipinos

do below average on reading comprehension tests. In the 2019 Program for International

Student Assessment (PISA), the Philippines ranked the lowest among the 79 countries

participating in the assessment.

Importance of Reading Comprehension

Brandon (2021) claims that reading comprehension happens when words on a page

represent ideas and concepts rather than just words. According to Duke et al. (2021), reading

words accurately support comprehension because it helps readers build an accurate

understanding of the text. Students can make somewhat accurate judgments about the reading

material because of their strong reading comprehension abilities (Hendaryan & Noviadi,
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2023). Proficient reading comprehension enables students to engage with academic material,

extract essential concepts, and synthesize information from multiple sources which is

essential for success in higher education, since students must read and comprehend a large

amount of material across a number of courses (Banditvilai 2020).

Furthermore, children’s language development and academic success strongly depend

on their reading comprehension (Lorilet, 2024). They read to learn, to participate in

communities of readers in school and everyday life, and for enjoyment (Mullis & Martin,

2019). The ability to read, comprehend, communicate and understand are necessary for

success in a variety of contexts, such as reading articles and responding to inquiries (Ben-

Aharon, 2024). According to Khalilova (2023), reading comprehension skills are important

in school because they help students grasp and analyze complicated texts, critically assess

information, and make educated decisions.

Factors Contributing to the Reading Comprehension and its Impacts to Students and to

their Academic Performance

Various factors can influence students’ ability to comprehend what they read,

ultimately shaping their academic achievements. Word identification is one of the factors that

affects the reading comprehension of students, it involves more than just word decoding; it

also involves bringing up semantic data stored in long-term memory. In other words, after a

word has been decoded, the reader can utilise the activated meaning of that word to build a

comprehension of the text. In contrast, students' vocabulary is made up of several related

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words; the more links a student has, the more proficient they are at understanding the core

term Bruggink et al. (2022). When you understand what you are reading, you not only

understand the words and their meanings, but you also understand the words well enough to

come up with ideas, opinions, and comments on how the words together suggest something

(Barowski et, al., 2023).

Another factor that influences the reading comprehension of students is the teacher’s

teaching method (Chen et al. 2022). Teaching methods were confirmed to play essential roles

in improving the students’ performance. By enhancing students reading comprehension it

helps students to properly identify the written text that results in improving of students’

academic performance (Ablreiki et al., 2021). Haerazi et al. (2020) discuss that all the

independent variable in their study such as teaching technique has a significant impact

toward students’ reading comprehension at the fifth semester of English language education

program, where teachers and lecturers select reading materials for students based on their

existing knowledge and experiences to ensure relevance and understanding.

And lastly, according to Hammond et al. (2021), their findings highlight that higher

levels of background knowledge have a range of effects that are influenced by the nature of

the text, the quality of the situation model required, and the presence of reader

misconceptions about the text. Additionally, Children with higher degrees of background

knowledge are better able to understand a text because they can connect new information to

what they already know which helps them make sense of the text, fill in gaps, and make
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inferences more easily. To summarize, higher background knowledge in reading

comprehension results to impressive reading performance.

Strategies / Techniques and its Benefits to Students and Teachers

Reading comprehension is a skill that can be developed through a variety of

educational strategies where it can be useful for enhancing the reading comprehension of

students. According to data analysis and findings of Febriani (2022) metacognitive strategies

help students understand academic materials better when they read them clearly. Using

metacognitive strategies may significantly improve students’ reading skills (Aziz & Kung,

2020). Amalia et al. (2020) found that when students used metacognitive strategies while

reading, they did better on comprehension tests, with higher scores on the posttest compared

to the pretest. Students taught with metacognitive methods showed significant improvements

in recognizing their cognitive abilities, directing their learning, evaluating their performance,

and understanding the causes of their successes or failures (Aziz et al., 2019) Research

suggests that proficient readers employ strategies before, during, and after reading (Güneş &

Köse, 2021). According to Khalilova (2023), asking questions before, during, and after

reading a text will promote active and engaging reading.

Additionally, researchers also suggest the Jigsaw strategy as an effective tool to boost

reading comprehension and can help in keeping pupils focused and motivated. According to

Goolsarran et al. (2020), Jigsaw technique is an active cooperative learning strategy that

focuses on learning in small groups where one person is forced to contribute on giving ideas

in a particular topic. The application of jigsaw type cooperative learning can improve
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students’ creative thinking skills (Halim & Syahrun, 2020). According to Arasegowda, et al.

(2019), The method of jigsaw learning has been proven to increase students’ academic

performance. Homayouni et al. (2020) indicated that students who participated in a Jigsaw

classroom were more engaged in conversations, activities, problem-solving, and group work,

resulting in a more dynamic and interesting learning experience.

Another technique that can be also use is the multisensory techniques which have

gained popularity as effective reading intervention strategies. These approaches engage

multiple sensory modalities, like visual (sight), auditory (sound), and kinesthetic (touch),

while learning, which can be helpful for students to understand and remember better because

it appeals to different learning styles and reinforces connections in the brain, promoting

deeper understanding of texts. Teaching methods incorporating multiple senses, can help

students get better at reading and writing, no matter who they are (Esdrelon et al., 2023).

According to Rostan et al. (2020), teachers used multimodal strategies in reading discussions

to teach children how to read open syllables, which had a positive impact on the development

of their reading skills. However, the efficiency of multisensory approaches is dependent on

choosing materials that are appropriate for children. Furthermore, according to Kilag et al.

(2024), the use of multisensory approaches in educational settings has the potential to

improve literacy development and provide equal learning opportunities for students from all

backgrounds and abilities.

Conceptual Framework
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This chapter presents the conceptual framework of the study. To achieve the goals of

the study, the framework that will be used in study is the Input-Output-Process Model. IPO

model refers to the representation of all the factors that make up a process. In the IPO

diagram, it includes all the materials and the information that are required in the process, the

specific details of the process itself, and the descriptions of all products and by-products

anchored on the process that took place (Canonizado, 2021).

In the study, the input part will be the three factors of the study, namely: a) to know

the factors contributing to the reading comprehension of students; b) to identify helpful

recommendations and strategies for improving the reading comprehension skills of the

students, c) to identify how reading strategies improve the reading comprehension of students

in language subjects.

Furthermore, the process that the research will go through will be included in the

framework's process section. In this study, a mixed-methods approach will be used for

descriptive research. A survey questionnaire will be utilized in the quantitative section to

collect the study's data. An open-ended interview guide questionnaire will be utilized to

collect participant responses throughout the interview phase of the qualitative study.

Lastly, the output of the research will be the impact of reading comprehension on

students’ academic performance. As well as the effective methods for improving students’

reading comprehension abilities.

Figure 1
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Conceptual Framework

OUTPUT
PROCESS
INPUT
a) to know the factors Descriptive-
improving the reading - impact of reading
comprehension of Mixed method comprehension on
students students’ academic
performance in their
b) to identify helpful language subjects
recommendations and
strategies for raising Quantitative -Survey
the reading Questionnaire
comprehension skills
of the students -effective methods
for enhancing
c) to identify how students’ reading
reading strategies comprehension
improve the reading Qualitative - abilities
comprehension of Interview
students in language
subjects
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Statement of the Problem

The ability to comprehend written texts is essential for academic success, especially

in language subjects. This study will focus on identifying the factors influencing students’

reading comprehension in language subjects by conducting specific questions to address the

problem.

Specifically, this study will aim to answer the following questions:

1. What are the factors contributing to the students’ reading comprehension

a. Students

b. Teachers

2. What effective strategies can be recommended to improve students’ reading

comprehension?

3. In what ways can reading strategies improve the reading comprehension of students

in language subjects?

Significance of the Study

This study will be conducted with the hope that the following individuals/groups will

be informed and benefited. This would expect to broaden the knowledge of everyone

regarding the factors improving the reading comprehension of grade 11 students in language

subjects.
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To the Students. The result of the study will serve as an instrument for students to

increase their knowledge of the importance of reading comprehension and give them

strategies that they can use particularly in language subjects. As well as it can help them

learn what strategies or techniques are best for them to use. By incorporating the findings of

this study, students can not only maintain but also excel in their academic performance.

good in teaching students to read efficiently inside the classroom. Additionally, the results of

the study can provide practical strategies to improve reading comprehension skills of the

students.

To the Teachers. The result of the study could improve teachers’ understanding about the

experiences of students in comprehending written text. By knowing the major factors

contributing to the reading comprehension of the students, teachers will clearly understand

what they will do to be better and students, helping teachers to adjust their teaching.

methods for students.

To the Parents. The result of the study can help them analyze how their children

comprehend and understand language subjects and how they apply them not just in school

but also at home and in real-life scenarios. Identifying these factors will help not just the

students but also their parents, as it gives them the power to help their children cope and

improve academically. In addition, this study will help parents identify any factors that may

contribute to their children’s reading comprehension. Furthermore, it will provide them with

useful reading activities that can significantly improve their children’s reading abilities.
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To the Researchers and Future Researchers. This study will benefit future

researchers to gain insights and more knowledge about the factors contributing to reading

comprehension on language subjects, as well as to explore the aspects beyond the limitation

of this study. Moreover, this study could be a useful reference to those researchers who

intend to study factors contributing to the reading comprehension of grade 11 students in

language subjects related topics. This could be a guide for them to make a better

understanding about the situation of the students and their experiences in comprehending

written text.

To all academic institutions and administrators. This research will motivate

academic institutions and administrators to create and implement programs or advocate for

improving the reading comprehension of students. By that, they may improve and improve

the learning system of the schools.

Methodology

Research Design

In this study, descriptive research design will be used to describe the characteristics

and factors of a phenomenon without implying causality. According to McCombes (2019),

Descriptive research aims to describe a population, situation, or phenomenon accurately and

systematically. It can answer what, where, when, and how questions, but not why questions.

Furthermore, according to Siedlecki et. al. (2020), The researcher does not change any of the

variables but instead records information on the sample and the variables. Descriptive
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research, while capable of investigating multiple variables, is the only design that can also

investigate a single variable. Moreover, the researcher will use a mixed method technique to

obtain the data needed for this research. A mixed-method study combines qualitative and

quantitative data gathering and analysis in a single study, resulting in a more comprehensive

understanding of the subject matter. According to de la Croix et. al. (2020), Mixed methods

research often combines qualitative and quantitative data to generate special insights that

cannot be obtained from a single form of data and analysis.

Research Respondents

The respondents of the study will be the grade 11 students at St. Rose Catholic School

Inc. Located at Paniqui Tarlac during the academic year 2024-2025. They were selected as

research participants because they are now transitioning to a grade level where they face a

more complex text than they experience in previous grade levels. There are three hundred

eighty-three (N=383) Grade 11 students. Add language teachers as respondents

Quantitative

In the quantitative part of the study, Slovin's formula will be used to compute the

sampling size. The computed sample size is one hundred ninety six (n=196). As shown in

table 1, there are twenty-two (n=22) respondents from St. Albert, St. Bartholomew, St.

Magdalene, St. Margaret, St. Martin, St. Thomas, and St. Vincent. While there are twenty

one (n=21) respondents from St. Catherine and St. Raymond.

Table 1
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Participants per section

Section Total Population Sample Population

St. Albert 43 22
St. Bartholomew 41 22
St. Catherine 40 21
St. Magdalene 46 24
St. Margaret 45 22
St. Martin 42 22
St. Raymond 41 21
St. Thomas 42 22
St. Vincent 43 22

TOTAL 383 198

This study will utilize a simple random sampling technique to select respondents of

the study. It is asserted that simple random sampling is favorable in homogeneous and

uniformly selected populations. In this selection method, all the individuals have an equal

opportunity to participate in the study where the selection process is entirely based on luck.

(Golzar et al., 2022). Add stratified sampling

Qualitative

For the qualitative part of the study, an interview will be conducted by the

researchers. Non-probability quota sampling will be used to choose the study's participants.

The study will only include ten (10) percent of the population as participants. The computed

participant for the interview is thirty-eight (n=38).

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Research Instrument

As a study progresses, conclusions are reached through the compilation, comparison,

and evaluation of participant input and feedback. On the other hand, this study will employ

two (2) instruments: a quantitative component and a qualitative component. There are four

(4) phases in a total of a research instrument. After the approval of the research proposal, the

research instruments will begin to be drafted.

Quantitative:

The data used in this section will be survey questions. To illustrate a trend or

connection statistically, quantitative data are examined using numerical methods (McLeod,

2023). The surveys are intended to provide a guide for the collection of data for the

quantitative portion of the study.

A mixed strategy was used in this study, comprising interviews with thirty (30)

statements each and a self-made questionnaire. Using the research objectives as a guide, the

researchers created a system to come up with inquiries that will collect information and

address the knowledge gap.

Phase 1:

The researchers used survey questions to get their information for the study's initial

phase. The survey respondents' responses are analyzed using the Likert Scale. It ranges from

One (1) to five (5) is the range. One (1) on the scale denotes strong disagreement, two (2)
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indicate Disagree, (3) indicate Neither Agree or Disagree, (4) indicate Agree, and (5) indicate

Strongly Agree. The Likert scale is a grading system that can be used to assess ideas,

opinions, or acts. It consists of a statement or question and five to seven different answers to

it. Participants choose the response that best expresses how they perceive the assertion or

question. (Bhandari & Nikolopoulou, 2023).

The instrument will incorporate the statements concerning Factors Contributing to

the Reading Comprehension on Language Subjects Among Grade 11 Students of SRCS.

Every question in the survey will be scored on a five-point scale that looks like this:

4 – Strongly Agree 3 – Agree

2 – Disagree 1 – Strongly Disagree

Phase 2:

The survey's validation and verification will constitute the second phase surveys. This

phase will consist of three (3) steps. The first stage will be the face validation; and the second

stage will be the content validation. English teachers and experts on the field of the study will

validate the survey tool. The third stage of the validation is the reliability analysis. The tool

will be initially administered to thirty (30) students who will not be considered as actual

participants of the study.

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Qualitative:

The researchers will now go on to the qualitative portion of the article after collecting

the data for the quantitative portion of the research instrument. The researchers will employ

an interview guide questionnaire in this instance.

Phase 3:

The third phase of the instrument is the process of formulating or creating an

Interview Guide Questionnaire. The researchers will use open-ended questions for the

interview. Open-ended questions allow respondents to express themselves freely and to

explore further into the analysis of their ideas, experiences, and opinions without being

limited to a limited number of alternatives or responses. (Rosala, 2024)

Phase 4:

The last phase of the tool making is the validation of the interview guide

questionnaire. The first stage of the validation will be the face validation and the last stage

will be content validation. English teachers and experts on the field of the study will validate

the interview guide questionnaire.

Data Collection Procedure

Quantitative
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The researchers want to determine the factors improving the reading comprehension

of Grade 11 Students in language subjects of SRCS, so after the approval of the research

proposal. After that, the researchers will request formal authorization to conduct the research

and permission to distribute the survey questionnaire in a letter addressed to the academic

coordinator. Upon approval, the researcher will write a letter addressed to the senior high

school, to the class advisor, and to the professor in practical research 1 seeking permission

formally to conduct the research. Upon approval, the researchers will choose students who

were enrolled during the school year 2024-2025 especially grade 11 students at St. Rose

Catholic School Inc. as the respondents to answer the questionnaires prepared by the

researchers. The participants will receive an orientation from the researcher on how to

complete the survey questionnaires. Following this, participants will be required to sign a

consent form indicating their agreement to participate. After completing the necessary

preparations, the researcher will begin distributing the survey to the target population to

collect useful insights and data. After gathering all the data the researchers will ensure that

the respondents' identity and personal information will be handled with utmost privacy and

confidentiality

Qualitative

The collection for the qualitative part of the research will only commence upon

completion of the survey questionnaire. After completing the survey and analyzing all of the

quantitative results, the researchers will send a letter to the academic coordinator to conduct

the interview. Upon the approval of the academic coordinator, the researcher will write a
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letter to the adviser of each grade 11 section for an appointment for the interview. The

participants witch is language teacher and Grade 11 students will be also given a letter of

appointment regarding the place and date of the interview.

Finally, On the day of the interview, the researchers will provide an orientation to the

participants to clarify the objectives. After that, the participants will read and sign the

informed consent, indicating their voluntary participation. The participants will be reassured

that their provided data will be kept confidential and treated with the highest level of privacy.

Ethical consideration

For ethical research considerations, before conducting the research the researchers

will request formal authorization to conduct the research and permission to distribute the

survey questionnaire in a letter addressed to the academic coordinator. Upon approval, the

researcher will write a letter addressed to the junior high school, to the class advisor, and to

the professor in Practical Research 1 seeking permission formally to conduct the research.

After that, the respondents will be briefed at length and given essential information regarding

the study’s purpose. Respondents must give informed consent before participating in the

survey. To ensure confidentiality, secrecy, and the avoidance of potential harm, all

information will be stored and treated with strict confidentiality by not exposing the names

and identities of research participants in line with RA 10173, also known as the Data Privacy

Act.
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Data analysis

Quantitative

The rating system that was used is the four-point Likert Scale, where respondents will

indicate the degree of agreement and disagreement with a variety of statements about some

attitude, object, person, or event (Taherdoost, 2019), this is used to extract quantitative data

for each survey question by determining the mean and standard deviation.

The Likert Scale will represent the four-point scale per item in the questionnaire.

4.00-3.26 Strongly Agree

2.50-1.76-Disagree

3.25-2.50- Agree

1.75-1.00 Strongly Disagree

After the researchers gather the completed questionnaires, they carefully transfer the

acquired data into a computerized database, where it undergoes careful and accurate

evaluation employing the appropriate statistical methodologies. Next, in the culmination of

this thorough analytical process, the study's findings will be effectively conveyed through

visually compelling tables and charts, offering a comprehensive illustration of the research

results.

Qualitative
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The analysis of collected qualitative data underwent thematic analysis. It was used to

identify, analyze, and look for patterns in the data to draw a conclusion from the qualitative

data. Interview-guided questionnaire data was analyzed thematically to identify common

themes, patterns, and challenges associated with math comprehension. Every participant's

response was classified and recorded based on individual factors of the study. It was

expected to serve as a definite and precise way of citing ideas and viewpoints that was

obtained from the respondent's answers.

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