CHAPTER I: INTRODUCTION

1.1 THE PROBLEM AND ITS BACKGROUND

“Reading comprehension is the process by which we understand the texts we

read. It is the purpose of reading, why we teach it, and why we care about it.”, says

John R. Kirby, Ph.D., Faculty of Education, Queen’s University.

A Filipino teacher brings in the harmony between the journey towards the correct

usage of language and bringing the students to the world of literature as if it just

happens recently. She needs to know the educational trends that would fit in the 21 st

century learners while keeping the values alive and cultivating the basic foundation of all

learnings. All of the educator’s objectives will lead to one ultimate foundation. And it is

reading. Reading alone is good but adding comprehension into it will be meaningful.

There are many people and things that may contribute to the reading abilities of

the students. After identifying the problem through the gap analysis, the PROBLEM

TREE and the OPPORTUNITY TREE was then developed.

The PROBLEM TREE explained the details why “50% of the Grade 10 Students

Have Poor Reading Comprehension”. The identified problem was diagnosed after

having a close check by means of giving them Home Reading Reports and Journals.

The illustration of the Problem Tree revealed that the immediate causes of the problem

were: uncultivated reading habits, weak home support system and distractions from the

new technologies. After identifying the immediate causes, it exposed that the underlying

causes were: Neglect of printed materials; low quality literary piece; absence of

motivation; lack of reading materials at home; low vocabulary skills; and poor

1
concentration. Lastly, the root of all these causes were: Watching video than reading

books; focused only to visual images; parents are non-readers; incapacity to buy books;

limited knowledge; and lack of Interest.

The OPPORTUNITY TREE was then developed from the PROBLEM TREE by

rephrasing the statement into positive outcome and the best possible solutions. Through

this, it has been made clear as to how the problem can be solved.

1.2 STATEMENT OF THE PROBLEM

As a Grade 10 Filipino Teacher, the researcher was concerned on how to find out

the factors affecting the reading comprehension of grade 10 students towards Filipino

subject.

Particularly, it aimed to answer the following essential questions:

1. How often do the students involve themselves in the habit of reading in or out of the

school campus?

2. What support can they get from their homes to aid their need for continuous reading

experience?

3. How long do they spend time on new technologies compared to the time spent on

their

books?

1.3 SIGNIFICANCE OF THE STUDY

2
 It was the purpose of this research to identify the factors affecting the reading

comprehension of grade 10 students towards Filipino subject.

Specifically, it sought to help the following:

To the School Heads:

Results of this research can be a further reference of the school heads as to the help

that they would extend to the teachers in working towards the attainment of quality

education.

To the Teachers:

The teachers would benefit from the feedback they can get from the post conferences

with the school heads. It could give the motivation to perform at their very best.

To the Learners:

The learners will consequently produce quality outputs and performance due to the

continuous monitoring and assessing of their knowledge and skills.

To the Researcher:

The findings of this study will be used by the researcher in formulating plans that will

address the needs of the students and will respond to the suggestions of the school

heads.

To the Parents:

This will inform them of the help they can extend to the school in order to develop the

partnership of the home and school in developing learners’ potential.

1.4 SCOPE AND LIMITATIONS OF THE STUDY

3
The study population covered the 2 sections of the Grade 10 class namely, 10 – OLA

and 10 – OLHR, at the Notre Dame of Makilala, Incorporated (NDMI).

CHAPTER II

REVIEW OF RELATED STUDIES AND LITERATURE

This chapter presents the literature and studies related to the factors affecting the

reading comprehension of the learners. The information discussed here may serve as

basis for the results, discussion, and interpretation of the data gathered.

2.1 RELATED LITERATURE AND STUDIES

A. On Reading Comprehension
If readers can read the words but do not understand what they are reading, they

are not really reading. (Snowball, 2005)

Comprehension is a process in which readers construct meaning by interacting

with text through the combination of prior knowledge and previous experience,

information in the text, and the stance the reader takes in relationship to the text (Pardo,

2004 as cited by Snowball, et al 2005).

According to Snowball, et al. (2005) in Teaching Comprehension: An interactive

professional development course, although “meaning” is the most important word in the

definition of comprehension, we must also consider the different aspects that is

involved.

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 The readers all have individual characteristics that influence their construction or

extraction of meaning. They vary in the skills, knowledge, cognitive development,

culture, bias, and purpose they bring to the reading (Narvaez, 2002) and also may have

different levels of motivation. The stance they take as they read the text affects their

view of what the writer has written. Readers must also ask questions of the text and the

author’s purpose and this requires critical literacy.

The texts all have features that influence the readers’ comprehension. These

include the genre and related structure and features, the language, vocabulary, and

difficulty of readability, as well as the author’s purpose, bias, message and style. In

order for your students to understand what they are reading they need to have texts that

they can read with a high level of accuracy. For students who are novice readers, if we

want them to reason their way through more complex texts, the comprehension

teaching must occur mostly during Read-aloud and Shared Reading practices.

It is essential to have a range of all kinds of fiction and all kinds of factual texts

for class, group and individual use and to teach comprehension with this range. It has

been found that when factual texts are read aloud to students there are many more

points at which comprehension strategies are used than when fiction texts are read

aloud. This probably contributes in some substantively different way to students’ long-

term comprehension abilities (Smolkin & Donovan, 2002).

According to Kirby (2007), “Reading comprehension is the application of a skill

that evolved for other purposes (listening or oral comprehension) to a new form of input

(text). Unlike listening comprehension, reading comprehension is not something for

which our brains have evolved. Whereas oral comprehension seems to develop

5
“naturally” with minimal deliberate intervention, reading comprehension is more

challenging and requires deliberate instruction.”

Humans have been accomplished in oral comprehension for 100,000 years or

more (Donald, 1991 as cited in Kirby, 2007), and virtually all humans do it; reading

comprehension has only been practiced for 5,000 years, and for most of that time the

majority of humans did not do it (Olson, 1994 as cited in Kirby, 2007). It should not be

surprising that reading comprehension is difficult. The application of comprehension to

text amplifies our mental capacities. It is fundamental to full participation in society, now

and for the foreseeable future. Most children are interested in reading when they begin

school, but some can lose interest/motivation if their skills are not adequate or if the text

content does not suit them.

Kirby (2007) added that, “Reading comprehension is a complex process in itself,

but it also depends upon other important lower-level processes. It is a critical foundation

for later academic learning, many employment skills, and life satisfaction. It is an

important skill to target, but we should not forget about the skills on which it depends. To

improve the reading comprehension skills of poor performers, we need to understand

that there is no “magic wand”, and no secret weapon that will quickly improve reading

competencies for all poor readers. Careful assessment is required to determine

individual children’s strengths and weaknesses, and programs need to be tailored

accordingly; most poor readers will need continued support in many areas.”

B. On Reading Habits

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 The individual who reads well has at his command a means for widening his

mental horizons and for multiplying his opportunities of success. Reading is a vital factor

affecting intellectual and emotional growth. Sir Richard Steele has logically quoted,

“Reading is to mind what exercise is to body” (Cole, 1994 as cited in Loan, 2009).

Reading is a key to success in all academic disciplines. Reading is important not

only for the individuals, it possess also great social significance. The democracy of any

country can survive only if its citizens are habitual readers. Illiteracy leads to ignorance,

ignorance leads to deprivation and deprivation leads to disintegration; reading mitigates

ignorance and is a potent force for national integration. Reading is also essential for

international understanding and world brotherhood. It helps to understand and

appreciate

the common achievements of the global family (Loan,2009).

Impact on reading of books (As cited by Loan, 2009)

Hawkins (2000) noted that despite advances in production and delivery of electronic

information, the printed book publishing industry continues to thrive. People read books

actively or passively, focusing on one or multiple texts, for a variety of reasons.

Schilit (1999) noted that printed books are a long-lasting cultural icon because they are

easy to use, generally portable and resistant to damage. Churchill & Johnson (1997)

advocated that new media are still no match for the book and new technology has not

yet made any impact on people's reading habits.

Dykeman (2008) observed that the World Wide Web has had a negative impact only on

certain kinds of reading like, magazine and newspaper reading. However, the time

7
spent reading books for pleasure has stayed constant, although people are managing to

read fewer books per year.

C. On Home Support System

The home environment provides the foundation for early literacy, and plays a

prominent role in the development of children’s positive attitudes, self-concept, and

reading skills. This is accomplished through access to reading resources, exposure to

modeled reading behaviors, and participation in early literacy activities that provide

them with the skills for formal education (Duncan, et al., 2007; Mullis, Martin, Kennedy,

Trong, & Sainsbury, 2009). A supportive home environment begins with positive parental

attitudes toward reading and a high value placed on literacy.

Influence of the Home Literacy Environment on Reading Motivation and Reading

Comprehension (As cited by: Kennedy & Trong, 2006)

Baker and Scher (2002) found that children whose parents had positive beliefs

about reading for pleasure had higher motivation as readers. Participating in literacy

activities and having access to reading resources help prepare children for school.

Furthermore, the early home environment, including activities and reading resources,

can have longer-lasting effects on reading achievement and attitudes (Mullis, Martin,

Kennedy, & Foy, 2007; Purves & Elley, 1994; Whitehurst & Lonigan, 2001).

8
 Success in reading begins with support in the home, as measured by parents’

attitudes toward reading, parents’ own reading behaviors, early home literacy activities,

and the presence of children’s books in the home.

According to the informal study conducted by Ganske, Monroe, & Strickland,

(2003) one of the respondents asked, “How do I reeducate parents regarding literacy

expectations in the classroom when they have such hectic lives and often can’t meet

with me? Written information is often not helpful when the parents are less experienced

in literacy. Some are not readers or writers themselves.” This question is answered with

a meaningful statement that “Parents and teachers working together toward common

goals is an important trait of schools that effectively address the needs of children of

poverty (Taylor, Pressley, & Pearson, 2000 as cited by Ganske, Monroe, & Strickland,

2003) and an end well worth pursuing, though not easily accomplished.

D. On The Influence of Technology

Reading helps in all-round development of a person from his birth to death. It

adds new sight to eyes and new wisdom to mind. A dump person becomes a

communicator and a lame climbs mountains of knowledge through reading. However, in

the modern multimedia society, the radio, television, cell phone, computer and the

Internet have captured a big slice of time and reading has taken a back seat. These

new gadgets of technology have become the “Time Eating Machine” and reading has

almost become a closed book. Children, youth and adults alike are more inclined

towards new technology for information, entertainment and pleasure (Loan, 2009).

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 But on the other hand, we need to face the reality in the 21 st century where

learners are attracted to new technology. According to Snowball et al., (2005), “Texts

are not only those available in printed form, but include all kinds of multimedia texts

such as images, animations, text links, videos, audios, text messages on cell phones,

websites, CD-ROMs and emails. The onslaught of text messaging and email has been

a great motivation for many students to learn to read and for these students these types

of text are the most common ones for them to read. The term ‘multiliteracies’ has been

used for some time to encapsulate the changing nature of literacy and communication

and teaching your students to comprehend all of these text types is essential. Students

doing research should be referring to websites and other multimedia resources, but they

need to learn how to use them wisely. Access to so much information requires your

students to be wary and discriminating, and to know how to manipulate and organize

information from many different sources. This requires digital literacy, understanding the

benefits, advantages and dangers of using technology in everyday life and learning.

We, as teachers, should cope on this changes to our learners’ preference. It is

cited in the study of Simpson & Walsh (2012) that “Alongside changes in technology,

teachers recognize that texts have become more complicated as the potential for

communication has become more interactive. These developments mean that students

need to learn how to read, write, view and create across a range of semiotic systems

(Coiro et al, 2008; Kress, 2003). The skills that students need to develop as they use

multimodal digital texts is broader than what is needed for print based texts, yet models

of learning to read have traditionally dealt with concepts of print (Clay, 1972).”

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 CHAPTER III: METHODOLOGY

3.1 Research Design

This action research entitled “Factors Affecting the Reading Comprehension of

Grade 10 Students Towards Filipino Subject” was a descriptive survey. This design was

appropriate for this action research to gather the data from the Grade 10 students in

order to determine their reading habits, their practices at home, and their usual usage of

their available technologies whether at home or in the school premises.

3.2 Respondents of the Study

The study population covered the 2 sections of the Grade 10 class namely, 10 –

OLA and 10 – OLHR, at the Notre Dame of Makilala, Incorporated (NDMI).

3.3 Research Instruments

The researcher utilized the adapted questionnaire and chose the questions that

will suit the demands of the study from the Lynch School of Education, Boston College

at pirls.bc.edu as an instrument for data collection.

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 The adapted questionnaire is entitled, “Progress in International Reading Literacy

Study (PIRLS) 2006’s STUDENT QUESTIONNAIRE”.

3.4 Hypothesis

The hypothesis in this research were:

Null Hypothesis: The Grade 10 students’ reading habits are not yet cultivated

because of the root causes that are composed of weak home support system

and the distractions from the new technologies.

Alternative Hypothesis: The Grade 10 students’ reading habits are cultivated

because of the motivation from the home support system that they can get from

their family and the benefit from the wise use of the new technologies.

3.5 Action Plan

An Action Plan is the result of all the observation and thorough assessment of the

data gathered in order to accomplished the desired target on the reading abilities of the

students for a meaningful teaching and learning process.

During the PRE-IMPLEMENTATION STAGE, the factors affecting the reading

comprehension of the students were evaluated through the help of a Survey

Questionnaire and provided the data that will serve as a guide for the preparation of the

activities to be implemented.

During the IMPLEMENTATION STAGE, relevant reading activities were carried

on such as Home Reading Reports and Journals. It is an ongoing activity which will

conclude up to the 4th Quarter of this school year, 2018-2019.

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 The POST IMPLEMENTATION STAGE will take place until the last quarter which

would involve the monitoring and assessing of the outcome and the significance of the

activities to improve the reading comprehension skills of the students.

CHAPTER IV: PRESENTATION, ANALYSIS, INTERPRETATION OF DATA

The researcher administered the survey questionnaire on 2 sections of Grade 10

at Notre Dame of Makilala, Incorporated (NDMI). After evaluating the data gathered,

appropriate statistical analysis was getting the mean, frequency, and percentages.

DISTRIBUTIONS OF THE SELF-ASSESSMENT SURVEY IN FILIPINO

Factors Items
Habit of Reading 1, 2, 3, 6, 7, & 10
Home Support System 9, 12, & 13
Influence of the New 4, 5, 8, & 11
Technology

HABIT OF READING
The results shown in Table 1 to Table 6 are the students’ assessment of their

reading habits. This results particularly aims to answer the first essential question of this

research, “How often does the students involve themselves in the habit of reading in or

out of the school campus?”.

TABLE 1. How often do you DO these things outside of school?

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 DESCRIPTIVE
ITEM MEAN EQUIVALENT
a. I read aloud to someone at home 2.42 Once or twice a month
b. I listen to someone at home read aloud
to me 2.37 Once or twice a month
c. I talk with my friends about what I am
reading 2.60 Once or twice a week
d. I talk with my family about what I am
reading 2.09 Once or twice a month
e. I read for fun outside of school 2.72 Once or twice a week
f. I read to find out about things I want to
learn 3.04 Once or twice a week
GRAND MEAN
2.54 Once or twice a week
Table 1 shows “How often do you (students) do these things outside of school?”.

The last statement receives the highest men of 3.04 which means that the Grade 10

students read out of curiosity of the things they want to learn “once or twice a week”

while the fourth statement got the lowest mean of 2.09 which implies that the students

talk about what they are reading to their family members “once or twice a month”. The

grand mean of 2.54 translates to doing the things stated in the table “once or twice a

week”.

TABLE 2. How often do you READ these things outside of school?

DESCRIPTIVE
ITEM MEAN EQUIVALENT
a. I read comic books 2.25 Once or twice a month
b. I read stories or novels 2.63 Once or twice a week
c. I read books that explain things 2.46 Once or twice a month
d. I read magazines 2.02 Once or twice a month
e. I read newspapers 2.13 Once or twice a month
f. I read directions or instructions 3.00 Once or twice a week
g. I read brochures and catalogues 2.15 Once or twice a month
h. I read subtitles on the television screen 3.58 Every day or almost
every day
GRAND MEAN 2.53 Once or twice a week

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 Table 2 shows “How often do you (students) READ these things outside of

school?”. The last statement receives the highest men of 3.58 which means that the

Grade 10 students read subtitles on the television screen “Every day or almost every

day” while the fourth statement got the lowest mean of 2.02 which implies that the

students read magazines “once or twice a month”. The grand mean of 2.53 translates to

doing the things stated in the table “once or twice a week”.

TABLE 3. After you have read something in class, how often do you do these things?

DESCRIPTIVE
ITEM MEAN EQUIVALENT
a. I answer questions in a workbook or on 2.43 Once or twice a month
a worksheet about what I have read
b. I write something about what I have read 2.25 Once or twice a month
c. I answer questions aloud about what I 2.27 Once or twice a month
have read
d. I talk with other students about what I 2.47 Once or twice a month
have read
GRAND MEAN 2.35 Once or twice a month

Table 3 shows “After you have read something in class, how often do you do

these things?”. The last statement receives the highest men of 2.47 which means that

the Grade 10 students talk with other students about what they have read “Once or

twice a month” while the second statement got the lowest mean of 2.25 which implies

that the students write something about what they have read “once or twice a month”.

The grand mean of 2.35 translates to doing the things stated in the table “once or twice

a month”.

TABLE 4. What do you think about reading? Tell how much you agree with each of

15
 these statements.

DESCRIPTIVE
ITEM MEAN EQUIVALENT
a. I read only if I have to 2.86 Agree a little
b. I like talking about books with other 2.51 Agree a little
people
c. I would be happy if someone gave me a 3.08 Agree a little
book as a present
d. I think reading is boring 2.02 Disagree a little
e. I need to read well for my future 3.36 Agree a lot
f. I enjoy reading 3.16 Agree a little
GRAND MEAN 2.83 Agree a little
Table 4 shows “What do you think about reading? Tell how much you agree with

each of these statements.”. The fifth statement receives the highest men of 3.36 which

means that the Grade 10 students “Agree a lot” that they felt the need to read well for

their future while the fourth statement got the lowest mean of 2.02 which implies that the

students “Disagree a little” that reading is boring The grand mean of 2.83 translates that

the Grade 10 students “Agree a little” about the things concerning reading that are listed

in the table.

TABLE 5. How well do you read? Tell how much you agree with each of these
DESCRIPTIVE
ITEM MEAN EQUIVALENT
a. Reading is very easy for me 3.06 Agree a little
b. I do not read as well as other students in 2.40 Disagree a little
my class
c. When I am reading by myself, I 3.17 Agree a little
understand almost everything I read
d. I read slower than other students in my 2.18 Disagree a little
class
GRAND MEAN 2.70 Agree a little
statements.

16
 Table 5 shows “How well do you read? Tell how much you agree with each of

these statements.”. The third statement receives the highest men of 3.17 which means

that the students “Agree a little” that they understand almost everything they read by

themselves while the fourth statement got the lowest mean of 2.18 which implies that

they “Disagree a little” because they can catch up with the other students. The grand

mean of 2.70 signifies that Grade 10 students “Agree a little” that they read well.

ITEM FREQUENCY PERCENTAGE

a. I never have reading to do for homework 0 0.00

b. Half hour or less 34 40.67
c. More than a half hour to 1 hour 36 42.77

d. More than 1 hour 14 16.57

TABLE 6. On days when you have reading to do for homework (for any subject), how
much time do you spend on this reading?

Table 6 shows that 36 among the total number of respondents that is equivalent

to 42.77% spent “More than a half hour to 1 hour” to do their homework that involves

reading.

HOME SUPPORT SYSTEM

The results shown in Table 1 to Table 3 are the students’ assessment of their

home support system. This results particularly aims to answer the second essential

question of this research, “What support can they get from their homes to aid their need

for continuous reading experience?”.

17
TABLE 1. If you need help with your reading homework who helps you the most?
ITEM FREQUENCY PERCENTAGE

I never have reading to do for homework 1 2.33

I never need help 6 7.21
Parents or grandparents 28 33.24
Brother or sister 22 26.38
Teacher or tutor 3 3.55
Someone else 20 23.71
There is nobody to help 8 9.42

Table 1 shows “If you need help with your reading homework who helps you the

most?”. The third item got the highest frequency of 28 with 33.24% of the respondents

said that their “Parents or grandparents helped the most with their reading homework

while only 1 respondent said that there is no reading to do for homework. This means

that the students this result exactly opposes the result on Table 1 for the habit of reading

that states, “while the fourth statement got the lowest mean of 2.09 which implies that

the students talk about what they are reading to their family members “once or twice a

month”.

The implication of this is that they have parents to help for reading homework but

this doesn’t happen on a regular or daily basis which is why the Grade 10 students have

other persons to help with their reading activities.

TABLE 2. About how many books are there in your home?

ITEM FREQUENCY PERCENTAGE

None or very few (0-10 books) 32 37.57

Enough to fill one shelf (11-25 books) 24 27.41
Enough to fill one bookcase (26-100 books) 17 19.54
Enough to fill two bookcases 10 11.14

18
 Enough to fill three or more bookcases (more 4 4.65
than 200)

Table 2 shows that 32 or 37.57% of the respondents have very few books to rely

on their homes while 4.65% said that they have enough to fill three or more bookcases.

This data signifies that there is a high percentage of students who have little

access to books at their homes. This pose as a challenge to the researcher and to the

subject teachers due to the fact that books at home are supplementary materials for the

learners’ immediate reference.

TABLE 3. Do you have any of these things at your home?

ITEM FREQUENCY PERCENTAGE

a) Computer (do not include TV/video game 41 13.56

stations)
b) Study desk/table for your use 53 17.20
c) Books of your very own (do not count your 48 15.57
school books)
d) Daily newspaper 31 10.12
e) Your own room 57 18.72
f) Your own mobile (cellular) phone 75 25.19

Table 3 shows that 75 or 25.19% of the respondents have their own mobile

phone while only 10.12% said that they habitually have daily newspaper to read at

home. Furthermore, 15.57% said that they have book of their very own and 13.56 %

who got their computer at home.

From the data gathered, it is good to know that parents provided a study desk or

table and the students’ own room for their own use because it can motivate the learners

to do their reading. Studies show that reading is effective if the place provided is

19
intended for its purpose like enough lighting and a good environment to work on with

studies.

INFLUENCE OF THE NEW TECHNOLOGY

The results shown in Table 1 to Table 4 are the students’ assessment of the

influence they get from the new technology. This results particularly aims to answer the

third essential question of this research, “How long do they spend time on new

technologies compared to the time spent on their books?”.

ITEM DESCRIPTIVE
MEAN EQUIVALENT
a. I use a computer at home 2.51 Once or twice a
week
b. I use a computer at school 2.68 Once or twice a
week
c. I use a computer at some other place 2.93 Once or twice a
week
GRAND MEAN 2.71 Once or twice a
week

TABLE 1. How often do you use a computer in each of these places?

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 Table 1 shows “How often do you (students) use a computer in each of these

places?”. The last statement receives the highest men of 2.93 which means that the

Grade 10 students use a computer at some other place “once or twice a week” while the

first statement got the lowest mean of 2.51 which implies that the students use a

computer at home “once or twice a week”. The grand mean of 2.71 which translates to

doing the things stated in the table “once or twice a week”.

This particularly means that the students dedicated more time engaging in the

use of computer, first, at some other places then at school and lastly, at home.

TABLE 2. How often do you use the Internet to do these things?

ITEM DESCRIPTIVE
MEAN EQUIVALENT
a. Look up information for school 2.75 Once or twice a
week
b. Look up things about sports 2.78 Once or twice a
week
c. Find out about music 3.40 Every day or
almost every day
d. Find out about other activities and 3.04 Once or twice a
interests week
e. Chat, e-mail, or instant message with 3.53 Every day or
friends almost every day
GRAND MEAN 3.10 Once or twice a
week

Table 2 shows “How often do you (students) use the Internet to do these

things?”. The last statement receives the highest men of 3.53 which means that the

Grade 10 students use the Internet “Every day or almost every day” to “Chat, e-mail, or

instant message with friends while the first statement got the lowest mean of 2.75 which

implies that the students use the Internet “once or twice a week” to look up information

21
for school. The grand mean of 3.10 translates to doing the things stated in the table

“once or twice a week”.

This generation is what they have called as the “Information Age”. Adults and

young children alike can access to different information from the World Wide Web. This

has become a threat to all of the schools because as we can see from the result,

instead of prioritizing information, majority of learners nowadays were using the Internet

connection to attend to their social networking sites.

On the other hand, the proper usage of the Internet can be taught. We, teachers

may integrate it to our daily lesson.

ITEM DESCRIPTIVE
MEAN EQUIVALENT
a. Watching television (including videos or 2.84 Once or twice a
DVD) week
b. Playing video or computer games 2.40 Once or twice a
(including Nintendo®, Gameboy®, or month
Play Station®)
c. Reading stories and articles on the 2.27 Once or twice a
Internet month
d. Reading stories and articles in books or 1.87 Once or twice a
magazines month
GRAND MEAN 2.34 Once or twice a
month
TABLE 3. About how much time do you spend doing the following things outside of

school on a normal school day?

Table 3 shows “About how much time do you (students) spend doing the

following things outside of school on a normal school day?”. The first statement receives

the highest mean of 2.84 which means that the Grade 10 students watch television

“Once or twice a week” on a normal school day after the school hours while the last

statement got the lowest mean of 1.87 which implies that the students read stories and

22
articles in books or magazines “Once or twice a month”. The grand mean of 2.34

translates to doing the things stated in the table “once or twice a month”.

Outside the school, learners can be taught to use their time wisely. It is said,

“There is a time for everything.” The results from this table implies that after school, they

spend most of their time watching television. It can be suggested to choose about what

will they be watching. The habit of reading can certainly be improved through managing

their time.

TABLE 4. How often do you borrow books from your school or local library?

ITEM FREQUENCY PERCENTAGE

a. At least once a week 2 2.27

b. Once or twice a month 4 4.72
c. A few times a year 24 28.52

d. Never or almost never 55 65.32

Table 2 shows “How often do you (students) borrow books from your school or

local library?”. There are 55 or 65.32% among the respondents who said “Never or

Almost Never”, 24 of them said “A few times a year”, 4 answered once or twice a month

and 2 borrowed “At least once a week”.

From the data gathered, borrowing books is the best alternative to those who

doesn’t have or having limited books at home. But with the availability of the Internet,

students opt the fastest and the instant way to access the information they are ask to

find. This is a very important reminder that lots of information can be uploaded and

23
downloaded from the different search engines using our gadgets. And many of this

information haven’t screened totally that is why we recommend to our students to have

patience to look on books because before it is published, it passed through different

stages and verification.

BIBLIOGRAPHY

Ganske, K., Monroe, J., Strickland, D. (2003) Questions teachers ask about

struggling readers and writers. Vol. 57, No. 2

Kirby, J. R. (2007). Reading comprehension: Its nature and development.

Encyclopedia of Language and Literacy Development (pp. 1-8). London, ON:

Canadian Language and Literacy Research Network. Retrieved October 24,

2018 from World Wide Web: http://www.literacyencyclopedia.ca/pdfs/topic.php?

topId=227

Kennedy, A. & Trong, K. Influence of the Home Literacy Environment on

Reading Motivation and Reading Comprehension. TIMSS & PIRLS International

Study Center

Loan, F. A. (2009). Impact of New Technology on Reading Habits: A Glimpse

on the World Literature. Centre of Central Asian Studies, University of

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 Kashmir, Srinagar, J&K (India)

“Progress in International Reading Literacy Study (PIRLS) 2006’s STUDENT

QUESTIONNAIRE”. Lynch School of Education, Boston College at pirls.bc.edu

Simpson, A. & Walsh, M. 2012, ‘The impact of technology on reading

practices for 21C learners’, Scan 31(1)

Snowball, Diane et al. Teaching Comprehension: An interactive professional

development course (CD-ROMs Levels K-2, 3-6, 6-9). NY, AUSSIE

Interactive, 2005.

APPENDICES

MARY GRACE A. BACALSO

Purok # 18 – TUGAS, San Vicente
Makilala, North Cotabato
mayreegrays@yahoo.com
Cell 0907-7275-650

PERSONAL DATA

Age: 21 years old Sex: Female

Date of birth: October 23, 1997 Height: 5’5”

Place of birth: Abonado’s Residence, Poblacion, Weight: 50 kilos

Makilala, North Cotabato

Religion: Roman Catholic Civil Status: Single

Name of Father: Artemio Estillore Bacalso Blood type: “A”

Name of Mother: Teresita Abequibel Bacalso Nationality: Filipino

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CAREER OBJECTIVE
Service is a way to a person that is why an educator should always be ready and willing to render
time and effort for the advancement of the learners. In order to achieve this goal, I would utilize my
previous experiences (FS, Practice Teaching and Volunteer Teaching), academic background and the skills
that I have.
EDUCATION

VOCATIONAL University of Southern Mindanao

April 12, 2016 – August 20, 2016 Kidapawan City Campus
Refrigeration and Air Conditioning Servicing NC II
(DomRAC)

TERTIARY University of Southern Mindanao

2013-2017 Kidapawan City Campus
Bachelor Of Secondary Education
GPA: 1.656 (CUM LAUDE)

SECONDARY Makilala National High School

2009-2013 Poblacion, Makilala, North Cotabato
Third Honorable Mention-90.2%

ELEMENTARY Concepcion Elementary School

2002-2009 Concepcion, Makilala, North Cotabato
Second Honorable Mention-88.4%

INTERNSHIP EXPERIENCES (at Makilala National High School)

Practice Teacher of Grade 8-Watson, 8-Darwin, 8-Mendel and 8-Bonnier
 Handled day-to-day classes and activities

EMPLOYMENT RECORDS
VOLUNTEER TEACHER at Mindanao Interfaith Services Foundation, Inc. (MISFI) Academy
Purok 4-A, Brgy.Kisante, Makilala, North Cotabato
School Year 2017-2018 (From June 5, 2017-April 2018)

SKILLS
Computer: Knowledge of MS Word, MS PowerPoint, MS Excel, MS Publisher and Photoshop
Origami (Paper Folding), Playing Basic Guitar Chords

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Language: Spoken and written Filipino and English language, Bisaya and Hiligaynon dialect

CHARACTER REFERENCES

NAME OCCUPATION CONTACT NUMBER

VIVIAN PARAS MUYCO TEACHER 09075735875
Makilala National High School
SUSAN PARAS SPECIAL OPERATIONS OFFICER II 09399390094
Municipal Hall, Makilala, Cotabato

CONCEPCION MAGALLANES ADMINISTRATIVE OFFICER IV 09488441889

University of Southern Mindanao
Kidapawan City Campus
Sudapin, Kidapawan City
I hereby certify that the above stated information are true and accurate.
(SGD.) MARY GRACE A. BACALSO, LPT
Republic of the Philippines
Province of Cotabato
Notre Dame of Makilala, Inc.
Poblacion, Makilala 9401, North Cotabato

November 14, 2018

LETTER OF PERMISSION

S. MA. EUFEMIA E. HORLADOR, RVM

THE PRINCIPAL
Notre Dame of Makilala, Inc. (NDMI)
Poblacion, Makilala 9401, North Cotabato

Dear Sister Mia:

Praise be Jesus and Mary!

The undersigned is currently conducting an action research study entitled “Factors

Affecting the Reading Comprehension of the Grade 10 students Towards the Filipino Subject.”
In this regard, may I ask your good office the permission to use the students of the Grade 10 –
OLA and Grade 10 – OLHR as respondents in the study?

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 The data gathered would be a great help in the accomplishment of the said Action
Research. Rest assured that all the data will be kept with outmost confidence following research
ethics.

Thank you very much!

Sincerely yours,

(SGD.) MARY GRACE A. BACALSO

Researcher
Noted by:
(SGD.) JOY C. BELTRAN
Student Academic Coordinator

Approved by:
(SGD.) S. MA. EUFEMIA E. HORLADOR, RVM
Principal

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