LEVELS OF COMPREHENSION OF GRADE 9 STUDENTS:

BASIS FOR ENHANCEMENT OF READING PROGRAM

Submitted by:

ALOJADO, FAIR LIZBET

ARQUISOLA, JOHN RAY F.

BATHAN, SHEILA MAE G.

BAYONA, ALMERA M.

CUALBAR, LUDELYN G.

September 29, 2018

Submitted to:

ROSELLER M. BEJEMINO
 INTRODUCTION

Background of the Study

This study is conducted to determine the level of reading

comprehension of Grade 9 students of Cauayan National High

School S.Y. 2018-2019. Based on the PHIL-IRI scale, the

students are categorized into four levels; non-reader,

frustration, instructional and independent. Students under

Frustration reading level tend to withdraw themselves to read

by refusing it. In the Instructional reading level, the

students can only read when being guided while in the

Independent reading level, the students can read alone

without the guidance of teachers. Generally, this also aims

to develop a reading program for Grade 9 students based on

the result of their diagnostic reading test.

Statement of The Problem

This study aims to answer the following questions:

1. Is there a significant relationship between the levels of

comprehension and section of the Grade 9 students?

2. Is there a significant association between the levels of

comprehension and sex of the Grade 9 students?

Statement of the Hypothesis

The following hypothesis are advanced in this study:

There is no significant relationship between the

levels of comprehension of Grade 9 students when grouped

according to section.

There is a significant relationship between the levels

of comprehension of Grade 9 students when grouped according

to section.

There is no significant association between the levels

of comprehension of Grade 9 students when grouped according

to sex.

There is a significant association between the levels

of comprehension of Grade 9 students when grouped according

to sex.

Respondents

The respondents are the 194 Grade 9 students of Cauayan

National High School comprised of 75 males and 118 females.

The study employed Convenience Sampling Technique because

even though PHIL-IRI is a compulsory for every student, not

all students are available and present during the conduct of

the test.
 Table 1.
Percentage
GRADE /
Enrolment # of Students Conducted of
SECTION
Attendance
M F T M F T
Onyx 17 36 53 17 35 53 27.32%

Shale 24 33 57 20 26 46 23.71%

Flint 24 29 53 20 26 46 23.71%

Turquoise 24 32 56 18 31 49 25.26%

TOTAL 89 130 219 75 118 194 100%

40.64% 59.36% 100% 38.66% 60.83% 100%

Table 1 shows that there are 219 Grade 9 students

grouped into four sections namely; Onyx, Shale, Flint and

Turquoise. There are 89 males and 130 females. Out of 219,

194 were conducted test of which are 75 males or 38.66% 0f

the population and 118 females or 60.83%.

Statistical Treatment

To answer problem number 1, “Is there a significant

relationship between the levels of comprehension and section

of the Grade 9 students?”, a chi-square test of independence

was used.

To answer problem number 2, “Is there a significant

association between the levels of comprehension and sex of

the Grade 9 students?”, a chi-square test of independence was

used.

Result and Discussion

This section presents the results of the study.

The data obtained is presented in tabular form followed by

the discussion of the results and interpretation of the

data obtained.

To determine if there is a significant relationship

between the levels of comprehension and section of the Grade

9 students, a chi-square test of independence was used. The

Chi-square is interpreted using the guide for

interpretation provided.

Table 1

Chi-Square Tests

Comprehension Level and Section

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 21.358a 6 .002

Likelihood Ratio 30.760 6 .000
Linear-by-Linear Association .012 1 .914
N of Valid Cases 194

a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 7.59.
 Table 2

Symmetric Measures of

Comprehension Level and Section

Symmetric Measures

Value Approx. Sig.

Phi .332 .002

Nominal by Nominal
Cramer's V .235 .002
N of Valid Cases 194

a. Not assuming the null hypothesis.

b. Using the asymptotic standard error assuming the null hypothesis.

A chi-square test of independence was conducted between

the comprehension level and the section of grade 9 students.

All expected cell frequencies are greater than 5. There was

a statistically significant relationship between the

comprehension level and the section of grade 9 students,

X2(6)=21.358, p=.002. The association was moderately strong

(Cohen, 1988), Cramer’s V = .235.

 To determine if there is a significant association

between the levels of comprehension and sex of the Grade 9

students, a chi-square test of independence was used. The

Chi-square is interpreted using the guide for

interpretation provided.

Table 3

Chi-Square Tests

Comprehension Level and Sex

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 25.565a 2 .000

Likelihood Ratio 27.742 2 .000
Linear-by-Linear Association 23.009 1 .000
N of Valid Cases 194

a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 12.37.

Table 2
 Symmetric Measures of

Comprehension Level and Sex

Symmetric Measures

Value Approx. Sig.

Phi .363 .000

Nominal by Nominal
Cramer's V .363 .000
N of Valid Cases 194

a. Not assuming the null hypothesis.

b. Using the asymptotic standard error assuming the null hypothesis.

A chi-square test of independence was conducted between the

comprehension level and the sex of grade 9 students. All

expected cell frequencies are greater than 5. There was a

statistically significant association between the

comprehension level and the sex of grade 9 students,

X2(2)=25.565, p=.000. The association was strong (Cohen,

1988), Cramer’s V = .363.