THE READING COMPREHENSION ABILITIES OF SELECTED GRADE SIX PUPILS IN ENGLISH AND FILIPINO
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THE READING COMPREHENSION ABILITIES OF SELECTED GRADE SIX PUPILS IN ENGLISH AND FILIPINO ___________________________________ An Undergraduate Thesis Presented to The Faculty of the College of Teacher Education Western Mindanao State University Zamboanga City ___________________________________ In Partial Fulfillment of the Requirements for the Degree of Bachelor in Elementary Education (General Education) ___________________________________ By: Alpatanih S. Anggot Christopher Contreras Nilvin V. Espino 1
Transcript of THE READING COMPREHENSION ABILITIES OF SELECTED GRADE SIX PUPILS IN ENGLISH AND FILIPINO
THE READING COMPREHENSION ABILITIES OF SELECTED GRADE SIXPUPILS IN ENGLISH AND FILIPINO
___________________________________
An Undergraduate Thesis Presented to The Faculty of the College of Teacher Education
Western Mindanao State UniversityZamboanga City
___________________________________
In Partial Fulfillmentof the Requirements for the Degree of
Bachelor in Elementary Education(General Education)
___________________________________
By:
Alpatanih S. Anggot
Christopher Contreras
Nilvin V. Espino
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Nurann A. Legardo
Laarnie Grace Pardillo
Western Mindanao State UniversityCollege of Teacher Education
Zamboanga City
APPROVAL SHEET
This thesis entitled “The Reading Comprehension
Abilities of Selected Grade Six Pupils in English and
Filipino”, has been prepared, and submitted by Alpatanih S.
Anggot, Christopher Contreras, Nilvin V. Espino, Nurann A.
Legardo and Laarnie Grace Pardillo is hereby accepted.
CHONA Q. SARMIENTO Ed.DMentor
Approved by the Oral Examination Committee, dated on March
2014 with rating PASSED.
CHONA Q. SARMIENTO Ed. DChairman
JULIETA B. TENDERO Ed. D SARITA FRANCISCO Ed.D
Member Member
Accepted in partial fulfillment of the requirements for the
course of PED 113 (INTRODUCTION TO RESEARCH) for the degree
2
of Bachelor of Elementary Education major in General
Education.
NOLAN S. IGLESIA Ed. D
Dean, College of Teacher Education
ACKNOWLEDGEMENT
The researchers wish to express their sincere gratitude
and appreciation to the following individuals who assisted
and cooperated in the preparation of this study.
DR. CHONA Q. SARMIENTO being the adviser of this research
who shares her knowledge and sorts of advice and suggestion
for the improvement of this study.
DR. EDENA C. FERNANDEZ who also helped us in giving advises
and sharing her knowledge in research and allowed us to
browse some master’s theses at the scholarship office.
DR. AVELINA A. PELAYO for allowing us to make researches in
her office.
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The Principal and the Grade VI advisers of Integrated
Laboratory School who allow us to gather data in their
school.
Special Acknowledgement is extended to the researchers’
beloved parents.
Above all, our Creator, the Almighty God, Allah, the
researchers’ source of wisdom, strength, perseverance,
courage, and safety towards the success of this study.
Dedicated To
Mr. Jaafar Unggang and Mrs. Nuria S. Anggot
Mrs. Encarnacion S. Contreras
Mrs. Victoria I. Espino
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Mr. Alsad and Hja. Rugaiya Legardo
Kah Tatung, Kah Jane, Kah Jamboy
and Maki Legardo
Mr. Jaime Reyes and Mrs. Mimie Pardillo
TABLE OF CONTENTS
Pages
Title
Page........................................................
.............. i
Approval Sheet………………………………………………………. ii
Acknowledgment ……………………………………………………. iii
Dedication…………………………………………………………….. iv
5
Abstract……………………………………………………………..... v
Table of Contents
.......................................................
.... vi
List of
Tables......................................................
............ vii
List of
Figure......................................................
............ viii
CHAPTER I: INTRODUCTION
1.1 Rationale of the Study …………………………….. 1
1.2 Objectives of the Study ……………………………. 3
1.3 Statement of the Problem…………………………. 3
1.4 Significance of the Study………………………….. 5
1.5 Scope and Limitations of the Study……………..
6
CHAPTER II: REVIEW OF RELATED LITERATURE AND THEORETICAL FRAMEWORK
2.1 Review of Related Literature …………………… 7
2.2 Theoretical Framework …………………………… 18
2.3 Conceptual Framework …………………………… 26
2.4 Conceptual Paradigm ……………………………… 28
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2.5 Definition of Terms ………………………………… 29
CHAPTER III: METHODOLOGY
3.1 Research Design …………………………………… 30
3.2 Locale of the Study ………………………………… 30
3.3 Respondents of the Study ……………………….. 31
3.4 Data Collection Procedure ………………………… 34
3.5 Research Instruments …………………………….. 34
3.6 Hypothesis ……………………………. …………… 36
3.7 Data Analysis ………………………………………… 37
CHAPTER IV: PRESENTATION, ANALYSIS,
INTERPRETATION OF DATA………………….. 38
CHAPTER V: SUMMARY, CONCLUSION, RECOMMENDATION
5.1 Summary ……………………………………………. 53
5.2 Conclusion ………………………………………….. 57
5.3 Recommendation …………………………………. 59
BIBLIOGRAPHY …………………………………………………. 60
APPENDICES
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LIST OF TABLES
Table Page
1.1 Distribution of Samples according to Section………… 31
1.2 Distribution of Samples According to Gender………… 32
1.3 Distribution of Samples in Section 1 According
to Gender…………………………………………………………… 32
1.4 Distribution of Samples in Section 2 According
to Gender…………………………………………………………… 33
1.5 Distributions of the Comprehension Test Items
in English by Level……………………………………………… 35
1.6 Distributions of the Comprehension Test Items
in Filipino by Level……………………………………………… 35
1.7 Scales and Interpretation on the Mean………………… 36
2.1 Results of Reading Comprehension Test of Grade
8
VI Pupils in English……………………………………………. 39
2.2 Results of Reading Comprehension Test of Grade
VI Pupils in Filipino……………………………………………. 41
2.3 Mean Percentage Scores of the Reading Comprehension
of Grade VI Pupils in English………………………………. 43
2.4 Mean Percentage Scores of the Reading Comprehension
of Grade VI Pupils in Filipino………………………………. 44
2.5 T-Test Results in the Reading Comprehension of the
Pupils in English and Filipino…………………………. 45
2.6 T-Test Results In the English Reading Comprehension
of the Pupils by Gender………………………………… 46
2.7 T-Test Results in the Filipino Reading Comprehension
of the Pupils by Gender…………………………………. 48
2.8 T-Test Results in the English Reading Comprehension
of the Pupils by Section…………………………………. 50
2.9 T-Test Results in the Filipino Reading Comprehension
of the Pupils by Section…………………………………. 51
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LIST OF FIGURES
Figure Page
1. Conceptual Paradigm………………………………………… 28
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LIST OF APPENDICES
Page
A- Reading Comprehension Test in English
B- Reading Comprehension Test in Filipino
C- Answer Key for Reading Comprehension Test
in English
D- Answer Key for Reading Comprehension Test
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in Filipino
E- Letter Of Approval
ABSTRACT
This study attempts to determine the reading
comprehension abilities in English and Filipino of selected
Grade VI Integrated Laboratory School pupils. It looked into
the significant difference between the pupils’ reading
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comprehension in English and in Filipino; and the
significant difference in the pupils’ reading comprehension
in English and Filipino when categorized according to gender
and section.
It was hypothesized that there is no significant
difference between the pupils’ reading comprehension in
English and Filipino. But there is a significant difference
in reading comprehension of the respondents in English and
Filipino when data are grouped according to gender and
section.
The study revealed that (1) in both English and
Filipino reading comprehension the pupils have performed
‘good’ in literal level, and ‘average’ in inferential and
evaluative levels. (2) The general performance of the
respondents in both English and Filipino reading
comprehension is ‘Good’. (3) There is no significant
difference in the mean scores of the pupils’ reading
comprehension in English and Filipino in literal,
inferential and evaluative level. (4) Gender does not
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significantly influence the English reading comprehension
ability of the pupils in literal and evaluative level.
However, though not significant, the result in the
inferential level has shown to be meaningful. (5) Gender
does not significantly influence the Filipino reading
comprehension ability of the pupils in literal and
evaluative level but, it significantly does in inferential
level. (6) There is no significant difference in the mean
scores of the pupils’ reading comprehension in English in
all levels when they are grouped by section. (7) There is a
significant difference in the mean scores of the pupils’
reading comprehension in Filipino in literal level when they
are grouped by section. But there is no significant
difference in inferential and evaluative level. It is
recommended that English and Filipino teachers should
continue providing a more meaningful way for students to
comprehend a certain selection, passage, and short stories
or any form of written genre. The teachers should continue
utilizing strategies that promote meaningful learning and
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pupil-centered instruction so that pupils will be actively
engaged on the activities and discussion. There should be a
continuous assessment of reading comprehension abilities of
the pupils to monitor the progress of their performances.
Lastly, it is further recommended that there should be
seminar-workshop for those personnel involved in teaching
process to further enhance their teaching skills in reading
comprehension and to acquire new strategies to be used in
developing one’s ability.
CHAPTER 1
INTRODUCTION
1.1 Rationale of Study
In our country, there are two official languages used
as medium of instruction in the classroom. These are the
Filipino and English, which are mandated in our 1987
Philippine Constitution which is embodied in Article XIV,
section 6 and 7. The said law was further strengthened with
the promulgation of the 1987 Bilingual Education Policy
which has the goals of enhancing learning through two
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languages to achieve quality education as called for by the
1987 Constitution.
Now, from the use of this Bilingual System there has
been traced stagnation in our educational system because of
the lack of our basic education, this is according to
Malbago, 1996. And still according to him, that “While
bilingual system had very admirable objectives, it also had
a great cost insofar as global competitiveness is concerned.
Bilingualism had a negative impact on the students’
acquisition of skills in comprehension especially in English
because understanding the context of the meaning of texts is
constrained by the integration or intervention of the
bilingual system”. And Ascabano, 1997 believed that “Because
of our language problem, pupils have difficulty in grasping
the concepts being introduced by the teachers in school”.
Thus, Bilingual Education also has its impacts on reading
comprehension. Especially, to the elementary pupils in areas
like here in Zamboanga City since most of the pupils here
belong to the different ethnic groups found in this area
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which native dialects are not neither Tagalog nor English.
Many learners in whatever educational level or school are
having some difficulties in comprehension. Our pupils’
performance in reading comprehension has been somewhat
alarming for the past few years. As it was reported by
FLEMMS (2008) it was said that the number of Filipinos, aged
10-64 years old, who do not understand what they read, has
grown to 20.1 million. In the report of the Philippine Star
(2011), it is said that mastery is only at 14.4% among grade
6 students.
Since comprehension becomes especially important to
students in the later elementary grades (Sweet & Snow, 2003)
because it provides the foundation for further learning in
secondary school, this study intends to determine the
reading comprehension of the Grade VI pupils, so that
remedial measures can be given in the process. It also tries
to determine whether factors such as gender and section
affect their performance in reading comprehension.
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1.2 Objectives of the Study
This study tries to determine the Reading Comprehension
Abilities of the Grade VI pupils in English as well as in
Filipino.
This study has the following objectives:
a. To find out the pupils’ level of reading comprehension
abilities in both English and Filipino in
1. literal level;
2. inferential level; and
3. evaluative level.
b. To compare the mean scores of pupils’ reading
comprehension in Filipino and English in
1. literal level;
2. inferential level; and
3. evaluative level.
c. To determine if there is significant differences in
pupils’ mean scores in reading comprehension when
categorized according to their gender and section.
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1.3 Statement of the Problem
This study aims to investigate the Reading
Comprehension in English and Filipino of Grade VI Pupils.
Specifically, this study seeks to answer the following
questions:
1. What is the reading comprehension ability of Grade VI
Pupils in both the English and Filipino selection?
2. What is the reading comprehension ability of Grade VI
Integrated Laboratory School pupils in
2.1 Literal level?
2.2 Inferential level?
2.3 Evaluative level?
3. Is there a significant difference in the mean scores of
the pupils in English and Filipino reading comprehension
in
3.1 Literal level?
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3.2 Inferential level?
3.3 Evaluative level?
4. Is there a significant difference in the mean scores of
the pupils’ Reading Comprehension in English and Filipino
when categorized according to their gender and section in
4.1 Literal level?
4.2 Inferential level?
4.3 Evaluative level?
1.4 Significance of the Study
This study on the English and Filipino Reading
Comprehension abilities of the Grade VI Pupils would be
beneficial to the following:
To the School Administrators: The results of this study will
provide some insights, feedbacks and baseline data to the
school administrators on the importance of reading
comprehension of pupils for policy and decision-making
purposes relative to improving and enhancing pupils’ reading
comprehension.
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To the Teachers: The results of this study will provide
more insights to the teachers about the pupils’ levels of
Reading Comprehension in English and Filipino. The results
of this study will also serve as a good source of feedback
and will serve as the bases for diagnosing the strengths and
weaknesses of Grade VI pupils in English and Filipino
Reading Comprehension.
To the Pupils: This study will help the Grade VI pupils in
diagnosing the way they think of their own ability as well
as their levels and performance in reading comprehension.
The results of this study will serve as motivation for the
pupils to further enhance their reading comprehension
ability both in English and Filipino by way of practicing
themselves using different reading materials on their own in
order for them to improve their academic performance in all
other subjects.
To the Parents: As the ones that work hand in
hand with the teachers on the pupils’ reading program,
parents are expected to make follow-up on their children’s
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reading activities. Therefore, this study could also help
parents by giving them feedback about what’s needed to be
enhanced by their children in terms of reading comprehension
so that school will be able to meet its objectives in
reading program.
1.5 Scope and Limitations of the Study
This study focused only in the English and Filipino
reading comprehension of selected Grade VI pupils. Only
fifty percent of the population of the Grade VI pupils was
made subjects of the study. The instruments used were
standardized reading comprehension test both in English and
Filipino taken from the National Achievement Test Booklet
series of 2011. The results of the reading comprehension
tests were used as sources of data. The reading
comprehension of Grade VI pupils in English was limited to
that in Filipino. This study was also delimited to the
hypothesized significant difference in the respondents’
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reading comprehension when categorized according the pupil’s
gender and section.
CHAPTER II
REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK
This chapter presents the literature and studies
related to reading comprehension and bilingual instruction.
The information herein discussed may serve as bases for the
conceptual framework of the study. The variables and terms
are also defined in this chapter.
2.1 Related Literature and Studies
A. On Bilingual Education
Since this study involves the two languages which are
being used as medium of instruction in our educational
system, name; English and Filipino, the researchers want to
as well discuss about bilingual instruction or bilingual
education.
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What is bilingual education? According to Sandoval
(2009), bilingual education is a form of education in which
information is presented to the students in two (or more)
languages. Technically, any educational system that utilizes
more than one language is bilingual. This means that many,
if not most, school programs are bilingual, in at least a
literal sense of the word.
“Bilingual education” is the use of two languages as
media of instruction for a child or a group of children in
part or the entire school curriculum (Cohen 1975, p. 18).
Alic (2006) defined both bilingualism and bilingual
education saying that “Bilingualism is the ability to
communicate in two different languages, while bilingual
education is the use of two different languages in classroom
instruction.”
The Department of Education defines bilingual education
as "the use of two languages, one of which is English, as
mediums of instruction for the same pupil population in a
well-organized program which encompasses part or the entire
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curriculum and includes the study of history and culture
associated with the mother tongue. A complete program
develops and maintains the children's self-esteem and a
legitimate pride in both cultures” (Guthrie, 4).
While Gonzalez (2008) gives the simplest definition of
bilingual education by considering it as the use of two
languages in the teaching of curriculum content.
Bilingual education has been practiced in many forms,
in many countries, for thousands of years. Defined broadly,
it can mean any use of two languages in school – by teachers
or students or both – for a variety of social and
pedagogical purposes (Krashen, 1997).
Bilingual instruction for pupils who lack the necessary
skills for immediate success in curriculum is a way of
providing quality and equal opportunity in education.
Through this program, children can develop linguistic and
academic skills appropriate to their level of cognitive
development. In a school where cultural background of all
children is accepted, positive self-esteem grows and
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attendance at school increases (Hakuta, 1986, p. 225). This
positive view in bilingual instruction is also supported by
Lessow-Hurley 2000 which holds that “Bilingualism is more
than the exception”. Governments around the world are now
developing bilingual/multilingual educational policies, not
only as a response to their nations’ innate linguistic
heterogeneity, but also as a means of coping with a world
whose borders are increasingly disappearing (Villanueva and
Almario, 2009). Further support was given by Bialystok
(2002) which has shown that children’s bilingualism
positively affects their increasing ability to solve
problems involving high levels of control of linguistic
processing.
In contrast, Malbago, 1995 says that “While bilingual
system had very admirable objectives, it also had a great
cost insofar as global competitiveness is concerned.
Bilingualism had a negative impact on the students’
acquisition of skills in comprehension especially in English
because understanding the context of the meaning of texts is
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constrained by the integration or intervention of the
bilingual system”. Ascabano, 1997 also believed that
“Because of our language problem, pupils have difficulty in
grasping the concepts being introduced by the teachers in
school”.
In our country’s situation concerning bilingual
education, Villanueva and Almario, 2009 say that “the
Philippines is in a linguistic situation where English and
Filipino are used predominantly for different functions:
English is used for formal and business communication needs,
as well as for most academic discourse. Thus, it becomes
imperative to learn this language, mostly at the expense of
the other”.
A major feature of the Philippine language situation is
its diversity. The Filipino bilingual lives in a
multilingual & multicultural environment. The Filipino
bilingual of today possesses a strong national identity but
needs to seek to render it more functional for the purposes
of national well-being in the modern world. Filipino rather
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than English can better serve as a medium to express the
Filipino’s cultural traditions, values, beliefs, and
national aspirations. However, there are certain
sociolinguistic realities that challenge the Filipino
bilingual. One is that it is through bilingual education,
that we can hope to equip the Filipino bilingual such that
he/she will be better prepared to examine the nature of
change in this modern world, including its speech and
dimensions, and also to enable him/her to understand better
the distinctions that must be made between change in the
past and that which is on-going. His/her competence in
English will equip him/her to handle modern technological
developments and to keep up with the rapidity of
technological change. The role of English may be diminishing
on the national level, but certainly for globalization and
information technology, it is the language of wider
communication in the international level (Pascasio).
B. On Reading Comprehension
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"Every man who knows how to read has it in his power to
magnify himself, to multiply the ways in which he exists, to
make his life full, significant and interesting" (Aldous
Huxley).
Reading is said to be one of the most important and
complex cognitive skill and such importance has resulted
into extensive studies over years (Baddeley, Logie, & Nimmo-
Smith, 1985).
Cayubit (2012) in his study about the “Vocabulary and
Reading Comprehension as a Measure of Reading Skills of
Filipino Children”, suggests that “a Filipino child needs to
develop higher order skills and functional literacy. It is
given that any Filipino child with sufficient reading skills
would have greater chances of success in school compared to
a child whose reading skills are poor and more often than
not, those with poor reading skills when assessed properly
are diagnosed with reading disability. Poor reading skill
is manifested with poor comprehension, wrong pronunciations,
among others. If no proper intervention is administered
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early, it could affect the academic, social and
psychological development of the child”. In this statement,
he emphasized the importance of reading comprehension and
the reading process itself and how it contributes to the
total success of the learner in his/her academic
performance.
Hale et al. (2011) identified reading as one of the
greatest areas that assessment is needed as reading skills
deficits can interfere with skill development across
different academic subject areas, vocational skills and
daily living skills.
Reading has been defined as a process of interaction
involving one’s knowledge of print, vocabulary, and
comprehension. Its five essential components include
phonemic awareness, phonics, fluency, vocabulary, and
comprehension. In addition, Fitzgerald and Fitzgerald (1965)
included word recognition and sentence understanding as
components. They further stated that the components involve
discovery, comprehension, reflection, reasoning,
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appreciation, analysis, evaluation, synthesis, organization,
and application. This would mean that when one is reading,
one is thinking about the meaning conveyed and at the same
time integrates his own knowledge to get the meaning of the
symbols written by the writer.
Another definition states that “Reading comprehension
is a complex cognitive ability requiring the capacity to
integrate text information with the knowledge of the
listener or reader and resulting in the elaboration of a
mental representation” (Meneghetti, Carretti, & De Beni,
2006, p. 291). As a component of reading, reading
comprehension can be best understood if one is adept with
the different cognitive processes as current models suggest
that such processes play a significant role in comprehension
skills (Meneghetti et al., 2006).
There are many factors that could affect reading
comprehension. Van den Broek (1994) highlights two of these
factors as he says that short and long term memory is a
factor in the reading comprehension skills of an individual
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as a reader needs to store and manipulate information in his
working memory during text procession and at the same time
in order to construct a coherent representation of what he
has read, the reader would have to refer to his prior
knowledge.
Another factor is “inference” which also plays a major
role in reading comprehension as understanding of the text
read goes beyond literal wherein integrated mental
representation of what was read is created and processed
(Bowyer-Crane & Snowling, 2005; Yuill & Oakhill, 1991).
Recent studies on reading comprehension stressed the
importance of the concept of individual differences
wherein attempts are made to account for how the process and
components of reading comprehension differ among those
labeled as skilled and less skilled readers (Oakhill, Cain,
& Bryant, 2003). Such labels or classifications are results
of meaningful assessment of one’s reading skills or
achievement wherein comparisons are made using tasks that
measure either global or specific areas of reading
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comprehension and making inferences out of its results
(Meneghett et al., 2006).
Tizon (2013) in her study entitled “Reading
Comprehension Ability of Grade V Pupils of Kinangay Sur
Elementary School” says that reading is the mother of all
study skills. It is one of the most valuable skills a person
can acquire. Reading is a complex process. Thus, it cannot
be taught in isolation. Moreover, reading is not merely an
ability to recognize written or printed words, but it also
refers to putting meaning to what you read and drawing a
unified thought of what is read. In addition, she says that
“reading as a field of teaching is considered one of the
important areas of teaching if not actually the most
important ever. It is said to be one of the most necessary
academic skills. Besides, it is a major pillar upon which
the teaching/learning process is built. The reading ability
plays a central role in the teaching and learning success at
all educational stages. Having any difficulty in this skill
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will result in variety of consequences on all subjects of
study, since reading includes a variety of sub-skills”.
An article in The Philippine Star (2010) says that “it
can be safely said that reading is the true backbone of most
learning. After all, everything starts with the written word
— whether it’s math, science or even home economics. As
students go up the educational ladder, more reading is
usually required as subjects become more dense and
challenging. The difficulty level simply increases — not the
other way around. Hence, if a student’s reading
comprehension is poor, chances are his/her performance in
other subjects will be compromised.”
Reading comprehension skills allow readers to move from
elementary reading to effective reading. Reading begins as
an exercise in decoding letters and sounding out words. This
is passive reading, where we focus on memorizing patterns
and practicing fluency. The bridge from passive to active
reading requires reading comprehension skills.
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According to LearningRX, “reading comprehension” is the
ability to understand what we read -- where words have
context and texts have meaning. Reading comprehension skills
allow us to read proficiently, learn effectively, problem-
solve, strategize, conceptualize, and succeed in life.
Without reading comprehension skills, many students are left
behind.
According to Al- Khateeb (2010:5)"reading comprehension
is considered the real core for the reading process; and a
big process around which all other processes are centered.
Comprehension is the peak of the reading skills and the
basis for all reading processes. It is viewed by some
researchers as the ultimate objective of the reading
process, since he who does not comprehend what he reads is
considered as if he has not read".
Comprehension becomes especially important to students
in the later elementary grades (Sweet & Snow, 2003) because
it provides the foundation for further learning in secondary
school. A student’s academic progress is profoundly shaped
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by the ability to understand what is read. Students who
cannot understand what they read are not likely to acquire
the skills necessary to participate in the 21st century
workforce.
Buenavida A. Tupe, Portia P. Padilla says that
educators are faced with three challenges: the diverse
language backgrounds of the students, the complexity of
reading, and the variety of reading situations.
Hulme and Snowling say that the goal of reading is to
extract meaning from text, and this depends upon both
decoding and language-comprehension skills. Recently there
has been growing interest in children who can read
accurately but have poor comprehension.
As Sprang (1985) puts it, that proficiency in reading
is a royal sand of knowledge and it is essential to the
success in all academic subjects.
Arafat, (1996) says that language affects
comprehension.
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This study is also being supported by a study made by
Lajih, Sebastian, Torres, Timoteo, Perez and Pagotaisidro
(2005) which shows that there is a significant difference
between the reading comprehension level in English and
Filipino.
2.2 Theoretical Framework
There are Three Levels of Reading Comprehension. These are
classified according to the level of thinking involved.
1. Literal (reading the lines)
2. Inferential (reading between the lines)
3. Evaluative (reading beyond the lines)
1.0 Literal Level
The literal level focuses on reading the passages,
hearing the words or viewing the images. It involves
identifying the important and essential information.
With guidance, students can distinguish between the
important and less important ideas.
Literal questions have responses that are directly
stated in the text. The reader simply needs to
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locate the information and copy, paraphrase or
summarize it.
Literal Comprehension. Literal comprehension focuses
on ideas and information which are explicitly stated
in the selection. Purposes for reading and teacher’s
questions designed to elicit response at this level
may range from simple to complex. A simple task to
literal comprehension may be the recognition or
recall single fact or incident. A more complex task
might be the recognition or recall of a series of
facts or the sequencing of incidents in a reading
selection.
1.1 Recognition requires the pupil to locate or
identify ideas or information explicitly stated
in the reading selection itself or in exercises
which use the explicit ideas and information
presented in the reading selection. Recognition
tasks are:
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a. Recognition of Details. The pupils are
required to locate or identify facts such as
names of the characters, the time of the
story or the place of the story.
b. Recognition of Main Ideas. The pupils are
required to locate or identify an explicit
statement in or from a selection which is the
main idea of the paragraph or a larger
portion of a selection.
c. Recognition of a Sequence. The pupils are
required to locate or identify the order or
incidents or actions explicitly stated in the
reading selection.
d. Recognition of Comparison. Pupils are
required to locate or identify likenesses or
differences in characters, time and place
that are explicitly stated in the selection.
e. Recognition of Cause and Effect Relationship.
The pupils in this instance may be required
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to locate or identify stated reasons for
certain happenings or actions in the
selection.
f. Recognition of Character Traits. The pupils
are required to locate or identify explicit
statements about a character which help to
put the style of person he is.
1.2 Recall requires the pupil to produce from
memory idea and information explicitly stated
in the reading selection. Recall tasks are:
a. Recall of Details: the pupil is asked to
produce from memory facts such as names of
characters, time of the story and place of
the story.
b. Recall of Main Ideas. The pupil is required
to state a main idea of a paragraph or a
larger portion of the selection from memory
when main idea is explicitly stated in the
selection.
40
c. Recall of Sequence. The pupil is asked to
provide from memory the order of incidents or
actions explicitly stated in the selection.
d. Recall of Comparison. The pupil is required
to call up from memory the likenesses or
differences in characters, time and place
that are explicitly stated in the selection.
e. Recall of Cause and Effect Relationship. The
pupil is required to produce from memory
explicitly stated reasons for certain
happenings or actions in the selection.
f. Recall of Character Traits. The pupil is
asked to call up from memory explicit
statements about the characteristics which
illustrate the type of persons they are.
2.0 Inferential Level
41
At the interpretive level, the focus shifts to
reading between the lines, looking at what is
implied by the material under study. It requires
students to combine pieces of information in order
to make inferences about the author's intent and
message. Guiding students to recognize these
perceived relationships promotes understanding and
decreases the risk of being overwhelmed by the
complexities of the text being viewed, heard or
read.
Inferential questions have responses that are
indirectly stated, implied, or require other
information. The reader needs to connect the dots
and make conclusions about material presented in the
text to come up with insights that are not
explicitly stated in the text.
Inferential Comprehension. Inferential comprehension
is demonstrated by the pupil when he uses
the ideas or information explicitly stated in the
42
selection, his intuition and his personal experience
as a basis for conjectures and hypotheses.
Inferences drawn by the student may be either
convergent or divergent in nature and the pupils may
or may not be asked the rationale underlying his
inferences. In general then, inferential
comprehension is stimulated by purposes of reading
and teacher’s questions which demands thinking and
imagination that are beyond the printed page.
2.1 Inferring Supporting Details. In this instance,
the pupil is asked to conjecture about
additional facts the author sight have included
to the selection which would have made it more
informative, interesting and appealing.
2.2 Inferring Main Ideas. The pupil is required to
provide the main idea, general significance,
theme or moral which is not explicitly stated
in the selection.
43
2.3 Inferring Sequence. The pupil in this case, may
be required to conjecture as to what action or
incident might have taken place between the
explicitly stated actions or incidents or he
may be asked to hypothesize about what would
happen next if the selection have not ended as
it did but had been extended.
2.4 Inferring Comparison. The pupil is required to
infer likenesses and differences in characters,
times and places. Such inferential
comprehension resolves around ideas such as
“here and there”, “then and now”, “he and she”
and “she and she.”
2.5 Inferring Cause and Effect Relationship. The
pupil is required to hypothesize about
motivation of characters and their interaction
with the time and place. He may also be
required to conjecture as to what caused the
44
author to include certain ideas, words,
characterization and actions to his writings.
2.6 Inferring Character Traits. In this case, the
pupil is asked to hypothesize about nature of
characters on the basis of explicit clues
presented in the selection.
2.7 Predicting Outcomes. The pupil is required to
read on initial portion of the selection and on
the basis of this reading he is required to
conjecture about the outcomes of the selection
2.8 Inferring Figurative Language. The pupil in
this instance is asked to infer literal
meanings from the author’s figurative use of
language.
3.0 Evaluative Level
Understandings at the literal and interpretive
levels are combined, reorganized and restructured at
the applied level to express opinions, draw new
insights and develop fresh ideas. Guiding students
45
through the applied level shows them how to
synthesize information, to read between the lines
and to develop a deeper understanding of the
concepts, principles and implications presented in
the text.
Evaluative questions require the reader to
formulate a response based on their previous reading
experience, their life experience, and their
opinions on issues relevant to the text.
Evaluation. Purposes for reading and teacher’s
questions in this instance require responses by
pupil which indicates that he has made an evaluative
judgment by comparing ideas presented in the
selection with external criteria provided by the
reader, other authorities or other written sources
or with internal criteria provided by the reader’s
experiences, knowledge or values. In essence,
evaluation deals with judgment and focuses on
qualities of accuracy, acceptability, desirability,
46
with or probability of occurrence. Evaluative
thinking may be demonstrated by asking the pupil to
ask the following judgments:
3.1 Judgment of Reality of Fantasy. Could this
really happen? Such a question calls for the
judgment by the reader based on his experience.
3.2 Judgment of Fact or Opinion. Does the author
provide adequate support for the conclusion?
Question of this type requires the pupil to
analyze and evaluate the writing on the basis
of the knowledge he has on the subject as well
as to analyze and evaluate the intent of the
author.
3.3 Judgment of Adequacy and Validity. Is the
information presented here is keeping with what
you have read on the subject in other sources?
Question of this nature call for the reader to
compare written sources of information with an
47
eye toward agreement and disagreement and
incompleteness.
3.4 Judgment of Appropriateness. What part of the
story describes the main character? Such a
question requires the reader to make a judgment
about the relative adequacy of different parts
of the selection to answer the question.
3.5 Judgment of Worth, Desirability and
Acceptability. Was the character right or wrong
in what he did? Question of this nature calls
for judgment based on the reader’s moral code
or his value system.
2.3 Conceptual Framework
48
This study is done to determine whether there is
difference in the pupils reading comprehension between
English and Filipino.
Arafat, (1996) pointed out that language affects
comprehension which is also being supported by a study made
by Lajih, Sebastian, Torres, Timoteo, Perez and Pagotaisidro
(2005) which shows that there is a significant difference
between the reading comprehension level in English and
Filipino.
In this study, sex is other variable included which
is hypothesized to influence the reading comprehension
abilities of the pupils.
It is hypothesized that there is significant difference
in the mean scores of the pupils’ reading comprehension in
English and Filipino when categorized according to gender.
This means that it is possible for male or female pupils to
vary in their reading comprehension abilities.
Martinez (2002) explained that gender contributes
significant difference on the English Language competence in
49
favor of females. She further states that in the studies of
Yap-Aizon, (2000), Malbago (1995), Rosaldo (1994), Aboc
(1993) and Tendero, (2000) the results show that gender can
contribute difference on the language competence of the
students. It may be possible that gender may influence the
reading comprehension abilities of pupils.
CONCEPTUAL PARADIGM
Independent Variables
Dependent Variables
Moderator Variables
50
ReadingComprehension
in English
ReadingComprehension
in Filipino
Gender
Section
ReadingComprehensionAbilities
Figure 1. A Conceptual Paradigm Showing the Independent and
Dependent Variables and the Moderator Variables
2.4 Definition of Terms
For the purpose of comprehension and clarity, the
following terms are operationally defined.
1. Reading is the ability of the pupils in the study to
read and recognize written or printed words.
2. Comprehension refers to pupil’s understanding of the
context of the written text.
3. Reading Comprehension Ability is the ability to read
and derive meaning from a reading material.
51
4. Bilingual education is a form of education in which
information is presented to the students in two (or
more) languages. Technically, any educational system
that utilizes more than one language is bilingual.
5. Gender refers to the sexual identity of the respondents
whether male or female.
6. Section refers to the class that the pupils belong
whether regular or corporate class.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methods and procedures used
in conducting the study, brief descriptions of the
respondents and the instruments used, and the procedures
utilized in collecting and analyzing the data.
52
3.1 Research Design
This study employs a descriptive-evaluative research
design to test assumptions of difference between the reading
comprehension in English and Filipino. In the choosing of
the respondents, the researchers used total
enumeration/intact sampling.
3.2 Locale of the Study
The study was conducted in an elementary school of a
university. The said laboratory school was selected to be
the site of the study because the researchers have found it
convenient since it is near to the College of Teacher
Education. Another reason is the accessibility of the
researchers to that school because researchers have already
taught in that school during their practice teaching and so
they already know the teachers as well as the students.
3.3 Respondents of the Study
53
The respondents in this study belong to a class of the
former Cooperating Teachers/Mentors of the researchers
during their Practicum on the first semester of the school
year 2013-2014.
There are two classes/sections which are composed of
eighty five (85) pupils, equivalent to 50 percent of the
total population of Grade VI pupils who are being taught
both in English and Filipino subject by two (2) different
subject teachers. The first section is a regular class
composed of forty nine (49) pupils comprising of 57.65
percent and the second section is a corporate class made up
of thirty six (36) pupils which comprises the remaining
42.35 percent of the total population. The table is shown
below.
Table 1.1
Distribution of Samples according to Section
Section Sample
N %
Section 1 49 57.65
54
Section 2 36 42.35
total 85 100
Based on table 1.2, the respondents are being
classified according to gender in which twenty eight (28)
are males, equivalent to only 32.94 percent of total
population and fifty seven (57) are females comprising the
remaining 67.06 percent.
Table 1.2
Distribution of Samples According to Gender
Gender Sample
N %
Male 28 32.94
Female 57 67.06
Total 85 100
As shown in table 1.3, section 1 is made up of 15 males
equivalent to 30.6 percent and 34 are females which are
equivalent to 69.4 percent.
55
Table 1.3Distribution of Samples in Section 1 According to Gender
Gender Sample
N %
Male 15 30.6
Female 34 69.4
Total 49 100
Table 1.4 presents the distribution of respondents in
section 2 according to gender. As shown in the table, there
are 13 males in section 2 equivalent to 36.1 percent and 23
are females comprising the remaining 63.9 percent.
Table 1.4
Distribution of Samples in Section 2 According to Gender
Gender Sample
N %
Male 13 36.1
Female 23 63.9
Total 36 100
The teacher of the pupils in English subject has been
teaching for more than 10 years already in the said school
56
and has been in the teaching profession for more than 17
years already.
The teacher in Filipino subject has also been teaching
the Filipino subject in the said school for more than 10
years but has already been in the service for more than 40
years already.
The pupils were chosen through in-tact sampling.
Eighty five (85) were selected comprising the forty (50)
percent of the total population.
3.4 Data Collection Procedure
After the instruments have been prepared, permission to
conduct the study was sought from the Grade VI teachers
through the principal’s office of the school. After
approval, the researchers administered the reading
comprehension test to the pupils. The pupils were asked to
answer each item on the test. The data that were gathered
from the instrument/test were tabulated, analyzed and
interpreted.
57
3.5 Research Instruments
In this study, Standardized Tests were used as the
instruments in gathering data. Standardized test is defined
as a test that is being constructed by an expert or group of
experts. The standardized tests used were taken from the
National Assessment Test (NAT), 2011 booklet in English and
Filipino subjects. The test in each subject is composed of
four selections and each selection is followed by five
questions, totaling to twenty questions in all. The nature
of the test questions were multiple choices.
The results of the tests were interpreted based on the
scale below, specifically in the interpretation of the means
of reading comprehension abilities of the respondents.
Table 1.5
Distributions of the Comprehension Test Items in English byLevel
Level Items
Literal Level 1, 4, 7, 10, 12, 14 & 17
Inferential Level 3, 6, 9, 11, 13, 15, 16, 19 &
58
20
Evaluative Level 2, 5, 8 & 18
The table above presents the distributions of the test
items in English reading comprehension by level. The table
shows that there are 7 items in literal level, 9 items for
the inferential level, and 4 for the evaluative level.
Table 1.6
Distributions of the Comprehension Test Items in Filipino by Level
Level Items
Literal Level 1, 3, 4, & 11
Inferential Level 6, 7, 8, 9, 10, 12, 13, 14,
16, & 18
Evaluative Level 2, 5, 15, 17, 19, & 20
Table 1.6 presents the distributions of the test items
in Filipino reading comprehension by level. The table shows
59
that there are only 4 items in literal level, 10 items for
the inferential level, and 6 for the evaluative level.
Table 1.7
Scales and Interpretation on the Mean
Mean Score Interpretation
81-100 Very Good
61-80 Good
41-60 Average
21-40 Poor
0-20 Very Poor
3.6 Hypothesis
On the basis of the research problems raised in Chapter
I, it is posited that:
1. There is no significant difference between the pupils’
reading comprehension in English and Filipino.
2. There is significant difference in the mean scores of
the pupils’ reading comprehension in English and
60
Filipino when categorized according to gender and
section.
3.7 Data Analysis
A background profile of the research subject and
responses will be carefully tabulated, classified,
systematically organized using the descriptive statistical
measures and analyzed important data will be presented in
tables.
Statistical Treatment
1. Frequency, mean, and percentage will be used to
describe the data.
2. Mean. It was utilized to get the average of the
respondents reading comprehension scores and it
helps to answer the first question.
3. T-Test was employed to find out if significant
difference exists between the mean scores of the
respondents in Reading Comprehension Test in English
and Filipino. Also, to find out if significant
difference exists in the responses of the
61
respondents in reading comprehension tests in
English and Filipino when they are grouped according
to gender.
4. ANOVA was used to establish if there is a
significant difference in the reading comprehension
level of the pupils in English and Filipino when
data are grouped according to section.
CHAPTER IV
PRESENTATION, ANALYSIS, INTERPRETATION OF DATA
This chapter presents the data gathered through a
teacher-made reading comprehension tests that were given to
the respondents. The data were tabulated and interpreted
with the use of appropriate statistical tools.
This study was conducted in an elementary school. There
were eighty five selected grade six pupils who served as the
respondents of this study. They were chosen using total
enumeration/intact sampling.
62
This study sought to hypothesize that; (1) There is no
significant difference in the mean scores of the pupils’
reading comprehension in English and Filipino. (2) There is
no significant difference in the mean scores of the pupils’
reading comprehension in English and Filipino when
categorically arranged according to gender. (3) There is no
significant difference in the mean scores of the pupils’
reading comprehension in English and Filipino when
categorically arranged according to section.
The problems which were answered in the discussions are
the following:
TABLE 2.1
Compre-hensionRatingBy
Bracket
No. of Respondents Adjec-tival
RatingsLiteral Inferential EvaluativeFrequency
Percentage
Frequency
Percentage
Frequency
Percentage
81-100 38 44.70 10 11.76 15 17.65 VeryGood
63
61-80 20 23.53 28 32.94 27 31.76 Good
41-60 24 28.24 34 40.0 20 23.53 Average
21-40 3 3.53 12 14.10 15 17.65 Poor
0-20 1 1.20 8 9.41 VeryPoor
Total 85 100.0 85 100.0 85 100.0
RESULTS OF READING COMPREHENSION TEST OF GRADE VI PUPILS IN
ENGLISH
Table 2.1 presents the results of the reading
comprehension test of the respondents in English. The table
shows that in literal level most of the pupils got very good
with the frequency of 38 comprising the 44.70 percent of
total population of pupils which bracketed 81-100. 20 pupils
or 23.53 percent belong to bracket 61-80 with an adjectival
rating of good; 24 pupils totaled 28.24 percent belong to
bracket 41-60 with an adjectival rating of average and only
3 pupils comprising the remaining 3.53 percent got poor.
This implies that the pupils were able to answer the
questions in literal comprehension level very well since it
is the simplest of all levels which only requires pupils to
64
recognize and recall facts which are stated or can be found
right in the selection.
In inferential level, 10 pupils or 11.76 percent belong
to bracket 81-100 with an adjectival rating of very good; 28
pupils or 32.94 percent belong to bracket 61-80 with an
adjectival rating of good; the highest number of 34 pupils
or 40.0 percent belong to bracket 41-60 with an adjectival
rating of average; 12 pupils or 14.10 percent got poor and
only 1 pupil or 1. 2 percent got very poor.
In evaluative level, 15 pupils or 17.65 percent belong
to bracket 81-100 with an adjectival rating of very good;
majority of the pupils or 31.76 percent belong to bracket
61-80 with an adjectival rating of good; 20 pupils totaled
23.53 percent belong to bracket 41-60 with an adjectival
rating of average; another 15 pupils belong to bracket 21-40
with an adjectival rating of poor and only 8 of them or 9.41
percent got very poor.
65
TABLE 2.2
Compre-hensionRatingBy
Bracket
No. of RespondentsAdjec-tival
RatingsLiteral Inferential Evaluative
Frequency
Percentage
Frequency
Percentage
Frequency
Percentage
81-100 31 36.47 6 7.06 16 18.82 Very
Good
61-80 28 32.94 27 31.76 35 41.18 Good
41-60 24 28.24 32 37.65 16 18.82 Average
21-40 2 2.35 14 16.47 7 8.24 Poor
0-20 6 7.06 11 12.94 VeryPoor
Total 85 100.0 85 100.0 85 100.0
RESULTS OF READING COMPREHENSION TEST OF GRADE VI PUPILS IN
FILIPINO
Table 2.2 presents the results of the reading
comprehension test of the respondents in English. The table
shows that majority of the pupils in literal level which is
totaled 36.47 percent performed very good whose rating
ranges from 81-100. 28 pupils or 32.94 percent belong to the
66
bracket 61-80 which is rated adjectivally as good; 24 pupils
or 28.24 percent belong to the bracket 41-60 which is rated
adjectivally as average; and, only 2 pupils or 2.35 percent
of the total sample size belong to bracket 21-40 with an
adjectival rating as poor. This means that most of the
pupils were able to answer the questions in literal level
very well.
In inferential level, only 6 pupils or 7.06 percent got
very good which belongs between the brackets 81-100. 27 or
31.76 percent of them belong to bracket 61-80 which has the
adjectival rating of good; 32 or 37.65 percent of them
belong to bracket 41-60 which has the adjectival rating of
average; 14 pupils or 16.47 percent are adjectivally rated
as poor who belong to bracket 21-40; and another 6 pupils
belong to bracket 0-20 which is adjectivally rated as very
poor.
Lastly, in evaluative level 16 pupils or 18.82 percent
of the total number of pupils got the adjectival rating of
very good; majority of them totaled 35 pupils adjectivally
67
rated as good; then another 16 pupils got average; only 7
pupils did poor; and the remaining 11 pupils got very poor
rating.
TABLE 2.3
MEAN PERCENTAGE SCORES OF THE READING COMPREHENSION OF GRADE
VI PUPILS IN ENGLISH
Level Mean PercentageScore
AdjectivalRatings
ComprehensionAbilities 63.95 Good
Literal 73.11 Good
Inferential 59.61 Average
Evaluative 57.65 Average
68
Table 2.3 presents the summary of comprehension test
results of Grade VI pupils in English in different levels,
including the overall comprehension abilities and the mean
percentage score and the corresponding adjectival ratings.
The table shows that the overall comprehension ability of
the pupils is 63.95 which rated adjectivally as good. This
reading comprehension ability is broken down into three
levels: literal, 73.11% (Good); inferential, 59.61%
(Average); and, Evaluative, 57.65 (Average).
TABLE 2.4
MEAN PERCENTAGE SCORES OF THE READING COMPREHENSION OF GRADE
VI PUPILS IN FILIPINO
Level Mean Percentage
Score
Adjectival
RatingsComprehension
69
Abilities 62.05 Good
Literal 75.88 Good
Inferential 59.18 Average
Evaluative 57.45 Average
Table 2.3 presents the summary of comprehension test
results of Grade VI pupils in Filipino in different levels,
including the overall reading comprehension abilities and
the mean percentage score and the corresponding adjectival
ratings. The table shows that the overall reading
comprehension ability of the pupils in Filipino is 62.05
which have the adjectival rating of good. This reading
comprehension ability of the pupils is further sub-divided
into three levels: literal, 75.88% (Good); inferential,
59.18% (Average); and, evaluative, 57.45% (Average).
TABLE 2.5
70
T-TEST RESULTS IN THE READING COMPREHENSION OF THE
PUPILS IN ENGLISH AND FILIPINO
Level Subject Mean SD MeanDifference
Sig.
Literal English 73.11 1.31 -2.77 0.31
Filipino 75.88 0.87
Inferential English 59.61 1.78 0.43 0.87
Filipino 59.18 2.01
Evaluative English 57.65 1.23 0.20 0.96
Filipino 57.45 1.35Alpha 0.05 level of significance
Table 2.5 shows that there is no significant difference
between reading comprehensions of the respondents in English
and Filipino in all the levels; literal, inferential and
evaluative. This is because the significant value of 0.31 in
literal, 0.91 in inferential and 0.96 in evaluative are all
higher than the set alpha 0.05. This means that the reading
comprehension abilities of the respondents in English and
Filipino are the same.
71
TABLE 2.6
T-TEST RESULTS IN THE ENGLISH READING COMPREHENSION OF THE
PUPILS BY GENDER
Level Gender Mean StandardDeviation
MeanDifference
Sig.
LiteralMale 70.92 1.20
-3.26 0.45Female 74.18 1.37
Inferential
Male 54.37 1.60-7.81 0.09
Female 62.18 1.83
Evaluative
Male 59.82 1.173.24 0.65
Female 56.58 1.26Alpha 0.05 level of significance
As shown in table 2.6, the scores of both male and
female respondents in all the three levels were closely the
same because of their registered standard deviations of
1.20, 1.37, 1.60, 1.83, 1.17, 1.26 respectively are lower
than 10. The table also that in literal and inferential
levels females got higher scores in reading comprehension in
English with the registered mean difference of -3.26 and -
72
7.62 respectively. However, in evaluative level, males got
higher scores than females with the registered mean
difference of 3.24.
The table also shows that there is no significant
difference in the reading comprehension of the respondents
in English when data are grouped according to gender in
literal and evaluative level with the significant values of
0.45 and 0.65 respectively which are both higher than the
set alpha 0.05.
This implies that gender in these levels does not
significantly influence the reading comprehension of the
respondents in English.
The table further shows that though there is also no
significant difference in the reading comprehension of the
respondents in English when data are grouped according to
gender in inferential level, it is meaningful because even
though the significant value of 0.09 is higher than the set
alpha 0.05, it is lower than 0.20.
73
This means that this result should not be ignored, thus
it needs or it is subjected to further studies (Pedhazur,
1982).
TABLE 2.7
T-TEST RESULTS IN THE FILIPINO READING COMPREHENSION OF THE
PUPILS BY GENDER
Level Gender Mean StandardDeviation
MeanDifference
Sig.
LiteralMale 74.11 0.96
-2.64 0.60Female 76.75 0.82
Male 52.14 1.75
74
Inferential
-10.49 0.02Female 62.63 2.06
EvaluativeMale 57.14 1.14
-0.46 0.93Female 57.60 1.45
Alpha 0.05 level of significance
As shown in table 2.7, the scores of both male and
female respondents in all the three levels were closely the
same because of their registered standard deviations of
0.96, 0.82, 1.75, 2.06, 1.14 and 1.45 respectively are lower
than 10. The table also shows that in all the levels,
females got higher scores in Filipino reading comprehension
than the males with registered means of -2.64 for literal
level, -10.49 for inferential level and -0.46 for evaluative
level.
The table also shows that there is no significant
difference in the reading comprehension of the respondents
in Filipino when data are grouped according to gender in
literal and evaluative levels because the significant values
75
of 0.60 and 0.93 respectively are higher than the set alpha
0.05.
This means that gender does not significantly influence
the reading comprehension of the respondents in Filipino in
the literal and evaluative levels.
However, in inferential level, because of the high mean
difference of -10.49 between the male and the females’
result as subjected to t-test analysis, the table shows that
there is a significant difference in the reading
comprehension of the respondents when they are grouped
according to gender because the significant value of 0.02
for inferential level is lower than the set alpha 0.05.
This implies that gender in this level significantly
influence the reading comprehension of the respondents in
Filipino.
76
TABLE 2.8
Level Section Mean StandardDeviation
MeanDifference
Sig.
LiteralRegular 71.72 1.48
-3.28 0.43Corporat
e75.00 1.05
Inferential
Regular 58.50 1.80-2.61 0.55
Corporate
61.11 1.77
Evaluative
Regular 56.63 1.26-2.4 0.72
Corporate
59.03 1.20
T-TEST RESULTS IN THE ENGLISH READING COMPREHENSION OF THE
PUPILS BY SECTION
Alpha 0.05 level of significance
As shown in table 2.8, the scores of the respondents
from the regular and corporate sections in all the three
levels were closely the same because the registered standard
77
deviations are all lower than 10. Also, as shown in the
table, the respondents from regular and corporate section
registered a mean difference of -3.28 in literal level, -
2.83 in inferential level and -2.4 in evaluative level. This
means that the respondents in corporate section got higher
scores in reading comprehension in English than the
respondents belonging from the regular section in all
levels. However, as subjected to t-test analysis, the table
shows that there is no significant difference in the reading
comprehension of the respondents in English in all levels of
reading comprehension when they are categorically arranged
according to their section. Because, the significant value
of 0.43 in literal level, 0.52 in inferential level and 0.72
in the evaluative level are all higher than the set alpha
0.05.
This implies that the reading comprehension abilities
of the respondents in English in both regular and the
corporate section are the same.
TABLE 2.9
78
T-TEST RESULTS IN THE FILIPINO READING COMPREHENSION OF THE
PUPILS BY SECTION
Level Section Mean StandardDeviation
MeanDifference
Sig.
LiteralRegular 82.14 0.79
14.78 0.001Corporat
e67.36 0.86
Inferential
Regular 58.98 2.06-0.46 0.92
Corporate
59.44 1.97
Evaluative
Regular 56.46 1.50-2.34 0.64
Corporate
58.80 1.13
Alpha 0.05 level of significance
As shown in table 2.9, the scores of the respondents
from the regular and corporate sections in all the three
levels were closely the same because the registered standard
deviations are all lower than 10.
The table also shows that there is a significant
difference in the reading comprehension of the respondents
79
in Filipino in literal level when they are categorically
arranged according to their section. This is so, because of
the high registered mean difference of 14.78 between the
mean scores of regular and corporate sections which means
that pupils from regular section performed better than the
pupils of corporate section.
However, the table also shows that there is no
significant difference in the Filipino reading comprehension
of the respondents in literal and inferential levels when
data are grouped according to their section because
significant value of 0.92 in literal level and 0.64 in
inferential level are higher than the set alpha level of
0.05.
This implies that the reading comprehension of the
respondents in Filipino in these levels is the same.
80
CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter recapitulates the prominent features in
the study, the summary, the findings, and offer some
recommendations.
5.1 SUMMARY
This study investigated the reading comprehension
abilities of the Grade VI pupils.
The respondents were taken from the two sections of the
said laboratory school having a total of eighty five (85)
pupils comprising the fifty (50) percent of the total
population of Grade VI. They constitute the subject of the
study. The data consisted of the scores of reading
comprehension test in English and Filipino administered to
the students.
The study answered the questions on the bases of the
following hypotheses: (1) There is no significant difference
between the pupils’ reading comprehension in English and
81
Filipino. (2) There is no significant difference in the
reading comprehension of pupils when they are grouped
according to gender.
The data were analyzed and tabulated using the weighted
mean and t-test.
The analysis and interpretation of data gathered
revealed the following:
1. The respondents obtained a mean score of 63.95 for
their overall reading comprehension in English. It
implies that the Grade VI pupils performed ‘good’ in
their reading comprehension in English.
2. In literal level of the respondents reading
comprehension in English, it registered a mean score of
73.11 which is adjectivally rated as good. In
inferential level, the registered mean is 59.61 which
is adjectivally rated as average. Lastly, in evaluative
level, the respondents had performed average with a
mean score of 57.65.
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3. The Grade VI pupils also performed ‘good’ in their
overall reading comprehension in Filipino. It
registered with a mean score of 62.12.
4. In literal level of the respondents reading
comprehension in English, it registered a mean score of
75.88 which is adjectivally rated as good. In
inferential level, the registered mean is 59.18 which
is adjectivally rated as average. Lastly, in evaluative
level, the respondents had performed average with a
mean score of 57.45.
5. The general performance revealed that the Grade VI
pupils did ‘good’ in both English and Filipino reading
comprehension. With a registered mean score of 62.95.
6. The study revealed that there is no significant
difference in the mean scores of the pupils’ reading
comprehension in English and Filipino in literal,
inferential and evaluative levels because the
significant values of 0.31, 0.87, and 0.96 respectively
are higher than the set alpha level of 0.05.
83
7. The study revealed that there is no significant
difference in the mean scores of the respondents
reading comprehension in English in literal,
inferential, and evaluative levels when they are
grouped by gender. Because the significant values of
0.45, 0.09, and 0.65 respectively are higher than the
set alpha level of 0.05. However, though there is no
significant difference in inferential, the revealed
that the result meaningful because even though the
significant value of 0.09 is higher than alpha 0.05
level of significance, it is lower than 0.20.
8. The study revealed that there is no significant
difference in the mean scores of respondents’ reading
comprehension in Filipino in literal and evaluative
level when categorized according to gender. Because the
significant value of 0.60 in literal level and 0.93 in
evaluative level is higher than the set alpha 0.05
level of significance. However, the study revealed that
there is a significant difference in the respondents’
84
Filipino reading comprehension in inferential level
when they are grouped by gender. Because the
significant value of 0.02 is lower than the set alpha
0.05 level of significance. Thus, in this level the
females had performed better than the males with a
registered mean difference of -10.49.
9. The study also revealed that there is no significant
difference in the mean scores of the respondents’
reading comprehension in English in literal,
inferential, and evaluative levels when data are
grouped according to their section. Because the
significant values of 0.43, 0.55, and 0.72 respectively
are higher than the set alpha 0.05 level of
significance.
10. The study revealed that there is a significant
difference in the mean scores of the respondents’
reading comprehension in Filipino in literal level when
data are grouped according to their section because the
significant value of 0.001 is lower than the set alpha
85
0.05 level of significance. With a registered mean
difference of 14.78, the study revealed that pupils
from regular section had performed better than the
pupils from the corporate section.
11. Lastly, the study revealed there is no significant
difference in the mean scores of the respondents’
reading comprehension in Filipino in inferential and
evaluative levels when data are grouped according to
their section. Because the significant value of 0.92 in
literal level and 0.64 in evaluative level are higher
than the set alpha 0.05 level of significance.
5.2 CONCLUSIONS
Based on the findings, the following conclusions are
therefore formulated:
1. In English reading comprehension, the respondents
performed good in literal level, and average in
inferential and evaluative levels.
86
2. In Filipino reading comprehension, the respondents also
performed good in literal level, and average in
inferential and evaluative levels.
3. The overall reading comprehension ability of the
respondents in both English and Filipino is ‘good’.
4. There is no significant difference in the mean scores
of the pupils’ reading comprehension in English and
Filipino in literal, inferential and evaluative levels.
5. There is no significant difference in the mean score of
the pupils’ reading comprehension in English in
literal, inferential and evaluative level when they are
grouped by gender. However, in inferential level, the
result shows that even though there is no significant
difference, it is meaningful and thus needs further
studies.
6. There is no significant difference in the mean scores
of the pupils’ reading comprehension in Filipino in
literal and evaluative levels. There is a significant
difference in inferential level.
87
7. There is no significant difference in the mean scores
of the pupils’ reading comprehension in English in all
levels when they are grouped according to their
section.
8. There is a significant difference in the mean scores of
the pupils’ reading comprehension in Filipino in
literal level when the respondents are grouped
according to their section. However, in inferential and
evaluative levels, the results show that there is no
significant difference in the mean scores of the
pupils’ reading comprehension in Filipino when the
respondents are grouped according to their section.
5.3 RECOMMENDATIONS
Based on the conclusion drawn, analysis and
interpretations, the following are recommended by the
researchers:
88
1. English and Filipino teachers should continue providing
a more meaningful way for students to comprehend a
certain selection, passage, and short stories or any
form of written genre.
2. Parents should make follow-up on their children’s
reading activities.
3. The teachers should continue utilizing strategies that
promote meaningful learning and pupil-centered
instruction so that pupils will be actively engaged on
the activities and discussion.
4. There should be a continuous assessment of reading
comprehension abilities of the pupils to monitor the
progress of their performances.
5. There should be seminar-workshop for those personnel
involved in teaching process to further enhance their
teaching skills in reading comprehension and to acquire
new strategies to be used in developing one’s ability.
89
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94
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APPENDIX A
Reading Comprehension Test in English
Name: ______________________________ Date:
___________
Grade & Section: ______________
Direction: Read the selections carefully then answer the questions that follow.
A. Item 1-5
95
Gorillas live in groups of twelve to twentymembers, with as many as forty or fewer, or with as fewas five.
Gorillas groups are usually made up of males,females, and young ones. Some male gorillas live aloneand just join a group from time to time.
The group is always led by an adult male gorilla
1. How do gorillas live?a. By family c. By pairb. In groups d. Alone
2. What is likely to happen if there is no adult gorilla to lead the rest?a. There will be fun.b. They will look for another group.c. There will be feeding problems.d. The animals will separate from the group.
3. What conclusion can you form from the selection?Gorillas are animals that ______?a. always fightb. travel from time to timec. live without a leaderd. live closely together
4. Which of the following details comes last in the selection?a. Gorillas live in groups.b. Some male gorillas live alone.c. The group is led by a leader.d. Silver-gray hairs appear on the back of an adult
gorilla.
5. Which of the following sentences is a fantasy?
96
Gorillas live in groups of twelve to twentymembers, with as many as forty or fewer, or with as fewas five.
Gorillas groups are usually made up of males,females, and young ones. Some male gorillas live aloneand just join a group from time to time.
The group is always led by an adult male gorilla
a. Female gorillas wear skirts in the group.b. The group is always led by a male gorilla.c. Gorilla groups are usually made up of males.d. The biggest number of gorilla that live together
is forty.
B. Item 6-10
6. What is the mood in of the story?a. Regretful c. Sadb. Triumphant d. Peaceful
7. Why did the dog lose the bone in his mouth?a. The dog threw the bone away.b. Someone took the bone from him.c. The bone is heavy so he left it near the bridge.d. He barked at his own shadow in the water.
8. Which of the following statement is an opinion?a. The dog crossed a small wooden bridge across a
brook.b. I think the dog was mistaken in its decision.c. In the dog’s mouth was a bone.d. The dog barked at its own shadow.
97
Out from the market, a dog was running fast. Inhis mouth was a bone. On his way home, however, he hadto walk a small wooden bridge across a brook. But as hewas crossing, he saw his own shadow in the water below.He thought, “I must have that bone too.” He barked athis own shadow. And the bone in his mouth fell into the
9. What is the main idea of the selection?a. Grab every opportunity there is.b. To aspire for something is not bad.c. Never desire more than what you need.d. Think of your own welfare most of the time.
10. Where did the dog see what he thought was another bone?a. in the waterb. in the forestc. in the bridged. in the market
C. Item 11-15
11.What was the article about?a. How water is found in the Philippinesb. The uses of wells in the Philippinesc. Where water is found in the Philippinesd. What wells are called in the Philippines
12.What are aquifers?
98
Wells are used to draw groundwater from beneaththe surface of the earth. They are usually drilled intowater-bearing underground zones called aquifers. Mostoften, a pump is used to draw water from the well whilea screen is placed at the bottom to filter the soilfrom the water that is being pumped out.
Aside from flowing streams and open springs, manysmall rural communities in the Philippines which haveno pipe connections use shallow water wells with handpumps called bubunto get drinking water. If the springs
a. Wells that have filters and screensb. Pipes where running water is foundc. The drills under the surface of the earthd. Underground areas where there is water
13. In what mood is the article written?a. Informativeb. Speculativec. Imaginatived. Demonstrative
14.Some small rural communities draw water froma. local pails called bubun.b. lakes, rivers, and streams.c. flowing streams and hot springs.d. shallow wells with hand pumps.
15.What conclusion can be drawn from the passage?a. There is not enough water in the Philippines.b. Wells are useful only to countries like the
Philippines.c. Wells are useful to communities with water needs.d. Small communities need more water than big
communities.
D. Item 16-20
99
The primary function of blood is to maintain aconstant environment for other living tissues of thebody. Blood transports food, gases, and wastes to andfrom the cells of the body. Food digested in thestomach and small intestine, passes into the bloodstream through the living cells of the smallintestines.
Blood then carries these nutrients to all bodycells. Oxygen enters the body through the air sacs ofthe lungs. Blood cells then transport the oxygen tocells throughout the blood. Blood also helps remove the
16. The main idea of the selection is that blood ____.a. maintains the temperature of the human bodyb. does important functions in the human bodyc. transports oxygen to the cells of the bodyd. carries nutrients to all parts of the bodye.
17. Blood carries waste to the kidneys to be expelled from the body with the _______?a. skin c. urineb. cells d. stomach
18. Which of the following statements is an opinion?a. Blood cells transport oxygen to cellsb. Blood carries nutrients to all body cells.c. Oxygen enters the body through the air sacs of the
lungs.d. Maybe food is digested in the stomach and small
intestine.
19. Which of the following sentences supports the conclusion?a. Blood transport food, gasses and wastes to and
from the cells of the human body.
100
b. Oxygen enters the body through the air sacs of thelungs.
c. Blood carries solid waste from the body.d. Food is digested in the stomach.
20. What conclusion can be drawn from the selection?a. Without blood, the body will become pale.b. Blood sustains the life functions of the human
body.c. Blood cells carry oxygen to all parts of the body.d. Blood cells travel to all parts of the body.
Source:
National Assessment Test (NAT)- Grade VI
Series, 2011
APPENDIX B
Reading Comprehension Test in Filipino
Pangalan: ____________________________ Petsa: __________Baitang & Seksyon: __________________
Panuto: Basahin ang mga kwento at sagutin ang mga tanong.
A. Para sa Bilang 1-5
101
Noong araw si Tigre ang hari ng lahat ng mababangis nahayop. Si Tigre ay may maitim na balahibo, mga matang tulad ngapoy at ngiping kasintalim ng mga kutsilyo na ginagamit niyasa pagpatay at pagkain ng iba pang hayop.
Isang araw, pagkatapos mag-agahan naglakad-lakad si Tigreat napadaan sa isang bukid sa paanan ng bundok. May napansinsiyang isang bagay na hindi niya maintindihan. Nakita niya angisang kalabaw na humihila ng araro kasunod ang isang kabataang
1. Anong katangian mayroon si Tigre?a. Mailap c. Mabaitb. Mabangis d. Matalino
2. Alin ang maaaring pamagat ng kwento?a. Ang Tigre at Ang Magsasakab. Ang Kalabaw at Ang Magsasakac. Ang Tigre, Kalabaw at Ang Magsasakad. Ang mga Kulay a Ugali ng Tigre at Kalabaw
3. Ano ang sanhi ng pagkawala ng dalawang ngipin ng kalabaw?
102
Noong araw si Tigre ang hari ng lahat ng mababangis nahayop. Si Tigre ay may maitim na balahibo, mga matang tulad ngapoy at ngiping kasintalim ng mga kutsilyo na ginagamit niyasa pagpatay at pagkain ng iba pang hayop.
Isang araw, pagkatapos mag-agahan naglakad-lakad si Tigreat napadaan sa isang bukid sa paanan ng bundok. May napansinsiyang isang bagay na hindi niya maintindihan. Nakita niya angisang kalabaw na humihila ng araro kasunod ang isang kabataang
a. Pagkatisodb. Pagkatali niya sa tigrec. Pagsindi ng mga tuyong kahoyd. Pagtawa sa nasusunog na tigre
4. Saan nakita ni tigre ang magsasaka at kalabaw?a. Tumana c. bukidb. Bundok d. gubat
5. Ano ang angkop na wakas ng kuwento?a. Naging mahiyain si Kalabaw dahil nawala ang dalawang
ngipin sa unahanb. Naging magkaibigan sina Tigre at Kalabawc. Nalungkot si Tigre sa nangyari sa kanyad. Nagbalik si Tigre sa gubat na iba na ang kulay
B. Para sa Bilang 6-10
6. Alin sa mga sumusunod ang paksang diwa ng kuwento?a. Ang pag-asang manalo ng isang kalahok sa paligsahanb. Ang pagsali ng kalahok sa isang palaro sa paaralan
103
Paghusayan mo ang pagtakbo, Carlo. Ikaw lamang angmaararing magbigay ng karangalan sa ating paaralan, paalalang kanyang guro. Bago dumating ang araw ng paligsahan, siCarlo ay nagpraktis nang mabuti kaya siya ay umaasangmananalo. Nakahelera na ang mga kalahok. Si Carlo ayhanding-handa na.
Isa…dalawa…tatlo…! Bang!Parang palasong tumakbo ang mga kalahok. Nangunguna si
Carlo! Bilisan mo pa, Carlo. “sigaw ng kanyang mga kaklase.”Binilisan pa nga ni Carlo ang pagtakbo, ngunit nang malapitna siya sa finish line, ano’t bigla siyang natabihan ngisang malaking kalaho na ikinadapa niya. Natalo si Carlo sapaligsahan. “Talagang ganyan, Carlo,” alo ng kangyang guro.Ikaw naman ay nagsikap. Hindi mo pa lang panahon. Kahit na
c. Ang pagbibigay ng suporta ng mga guro at kamag-arald. Ang pagtanggap ng pagkatalo na maluwag sa iyong
kalooban
7. Anong pag-uugali ang ipinakita ni Carlo sa kanyang pagkatalo sa paligsahan?a. Maginoob. Matalinoc. Matapangd. Masunurin
8. Sa pag-alo ng kanyang guro kay Carlo, ipinakita niyang siya ay ______________.a. Mahusay magsalitab. Matiyagang tagapagsanayc. maunawaing tagapagturod. mahinahong magpasya
9. Bakit nakuha pang ngumiti ni carlo kahit natalo siya sapaligsahan?a. Pinayuhan niya ang gurob. Di masama ang lood niyac. Di siya nagsisisi sa nangyarid. Isport siya
10. Batay sa pagsasalaysay, ano ang maaring maging kalabasan ng pangyayari dahil sa pagkatalo niya?a. Di na siya maglalaro mulib. Magsasanay pa siyang mabutic. Poproktektahan niya ang sarili para di matabigd. Di na siya paglalaruin muli
104
C. Para sa Bilang 11-15
11. Ano ang naitatanong ni Dennis sa kanyang sarili kapag nakakita siya ng mga iskwater?a. Ano ang hinahanap ng mga bata sa basurahanb. Anu-ano ang dapat niyang ipagpasalamat sa Poong
Maykapalc. Kung bakit may mga taong salat ang pamumuhay
105
Anak-mayaman si Dennis. Wala siyang ginawa sa buhaykundi kumain, matulog, mag-aral, maglaro ng chess atcomputer. Hated-sundo siya sa paaralan ng kanilang kotse.Kapag natatanaw niya mula sa kanilang sasakyan ang mgamahihirap na iskwater, naitatanong niya sa sarili kung bakitmay mga nilalang na ganoon. Minsan, nasiraan ng kotse sinaDennis. Habang kinukumpuni ang sasakyan, bumaba siya atlumapit sa dalawang batang nagbubungkal ng basura. Kapag maynakitang anumang bagay na pakikinabangan inilalagay nila itosa kanilang kariton. Nakipagkaibigan siya sa mga bata atnalaman niya sa mga ito kung bakit sila naghahanap buhay,ano ang hinahanap sa basurahan, saan naninirahan at maramipang ibang bagay tungkol sa kanilang pamumuhay.
Maraming natutunan si Dennis tungkol sa katotohanan sabuhay. Maya-maya pa nang natapos nang gawin ang kotse atpaalis na sila mabilis na inaabot ni Dennis ang kanyangnaipong pera mula sa kanyang allowance sa dalawang bata.Nasabi niya sa kanyang sarili na “marami akong dapatipagpasalamat sa Diyos sa mga biyayang ibinigay Niya sa akin
d. Kung saan niya matatagpuan ang mga taong walang hanapbuhay.
12. Ano ang paksang diwa na tinutukoy sa akda?a. Isang anak ng ibig matuto sa buhayb. Taong pinagpala sa lahat ng karangyaan sa buhayc. Batang mausisa sa mga nakikita niya sa paligidd. Isang anak-mayaman na may ginintuang-puso
13. Anong magagandang katangian ang ipinaakita ni Dennis sa akda?
a. Matulungin at maawainb. Mabait at mayamanc. Matalino at masunurind. Maunawain at mapagmasid
14._Batay sa pananalita ni Dennis, masasabi nating siya ay iisang batang ______________.
a. Magalang c.matulunginb. Mausisa d. maasikaso
15._Sa iyong palagay, ano ang maaaring mangyari sa pagbibinata ni Dennis?
a. Magiging mapagkawanggawa siya sa mga taong kapus-palad.
b. Tutulong na siya sa mga gawaing bahay sa kanilang tahanan
c. Aampunin niya ang mga batang mahihirap sa kanilang lugar
d. Pagtutuunin niya ng pansin ang kanilang kabuhayan atnegosyo
D. Para sa Bilang 16-20
106
Si Thor ay labing-isang taong gulang. Siya’ykinatutuwaan ng lahat. Likas ang kanyang kasipagan atmatiisin. Siya ay nag-iigib ng tubig. Kahit siya’ymahirap, hindi ito nagging hadlang sa tagumpay niyanginaasam. Ito ang nagging inspirasyon niya upang siya’ymagsikap. Dahil sa sipag at tiyaga ni Thor, nakabili siya
16._Ang kasingkahulugan ng salitang hadlang ay _____?
a. saksi c. kasamab. gabay d. sagabal
17. Sa tingin mo, bakit kailangang magsikap at mag-aralang isang tao?
a. Upang makapagtapos.b. Upang magtagumpay sa buhay.c. Upang maging mayaman at magkaroon ng maraming pera.d. Upang magkaroon ng maraming kaalaman.
18._Bakit kinatutuwaan ng marami ang batang si Thor?
a. Siya ay nagtatrabaho sa buong magdamag.b. Siya ay masipag at marunong maghanapbuhay.c. Siya ay matiisin sa mga bagay na dinaranas niya.d. Siya ay matoyagang naghihintay ng mga ipag-uutos sa
kanya.
19._Paano narrating ni Thor ang kanyang tagumpay sa buhay?
a. Nag-ipon siya ng maraming pera.
107
Si Thor ay labing-isang taong gulang. Siya’ykinatutuwaan ng lahat. Likas ang kanyang kasipagan atmatiisin. Siya ay nag-iigib ng tubig. Kahit siya’ymahirap, hindi ito nagging hadlang sa tagumpay niyanginaasam. Ito ang nagging inspirasyon niya upang siya’ymagsikap. Dahil sa sipag at tiyaga ni Thor, nakabili siya
b. Marami ang nasiyahang mga kapitbahay sa kanya.c. Ibayong sipag at tiyaga ang nagging puhunan niya.d. Lahat ng mapaghahanapbuhayan ay kanyang pinasok.
20._Ano ang pangunahing kaisipan ng talataan?
a. Ang kahirapan ay di hadlang upang ikaw ay magtagumpay.
b. Ang pera ay batayan ng pagkakaroon ng yaman tao.c. Ang likas na kaisipan ay isang inspirasyon. ngd. Ang suwerte kapag dumating ay dapat huwag
palampasin.
Source:
National Assessment Test-Grade VI
Series, 2011
APPENDIX C
Answer Key for Reading Comprehension Test in English
1. B 11. B
2. D 12. D
3. D 13. A
4. D 14. D
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5. A 15. C
6. A 16. B
7. D 17. C
8. B 18. D
9. C 19. A
10. A 20. B
APPENDIX D
Answer Key for Reading Comprehension Test in Filipino
1. B 11. C
2. C 12. D
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3. A 13. A
4. C 14. C
5. D 15. A
6. D 16. D
7. A 17. B
8. C 18. B
9. D 19. C
10. B 20. A
APPENDIX E
LETTER OF APPROVAL
110
Western Mindanao State UniversityCollege of Teacher EducationZamboanga City
School PrincipalIntegrated Laboratory SchoolElementary Department
Madam:The undersigned are currently conducting a
research study entitled “The Reading Comprehension Abilitiesof Selected Grade Six Pupils in English and Filipino.”
In this regard, may we ask your good office thepermission to use the pupils as our respondents in ourstudy?
The data that we shall gather would be a greathelp in the accomplishment of our Bachelors Thesis. Restassured that all the data will be kept with outmostconfidence following research ethics.
Any assistance given shall be highly appreciated.Thank you very much!
Researchers:Alpatanih S. AnggotChristopher ContrerasNilvin V. EspinoNurann A. LegardoLaarnie Grace Pardillo
Noted:Dr. Chona Quezon-SarmientoCourse Mentor
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Alpatanih S. AnggotCarmelita Drive, Talon-Talon, Zamboanga City
09351114057
Personal Information
Date of Birth July 5, 1992
Age 21 years old
Place of birth Tinutungan Tongkil Sulu
Religion affiliation Muslim
Ethnicity Tausug
Educational Attainment
2010-2014 Bachelor of Elementary Education,Western Mindanao State UniversityNormal Road, Baliwasan, Zamboanga
City
2006-2010 Zamboanga State College of MarineSciences and Technology. Fort Pilar Zamboanga City
2000-2006 Tinutungan Elementary School. Tongkil Sulu
Organization
2010 Muslim Student Association (MSA)
2012 Board Resolution No. 15(B.R)
112
Training and seminars
2010 Participated as a volunteer ofAnti-Human Trafficking in Western Mindanao State University
2012 Participated as a volunteer ofSummer of Service (SOS) in Ateneo de Zamboanga City
2013 Participates as a volunteer during Zamboanga Siege in Western Mindanao State University
Honors
2010 Elected as a Vice-President ofMuslim Student Association(MSA) organization. ZSCMST
2011 Champion in “BALAGTASAN”University wide. WMSU
2013 Elected as President of BoardResolution No.15. WMSU
Talents and Skills
Proficient in Arabic LanguageComputer Literate
Microsoft Word Microsoft Excel Microsoft Power Point
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CHARACTER REFERENCES Hamid Irin-Brgy Chairman of Sta. Barbara Edgar Rosales-Dean of the College of Education Ma’am Bacang- BEEd IV-b Adviser
I hereby certify that the above information is true andcorrect to the best of my knowledge and belief.
Christopher ContrerasPurok IV-Zone 2, Quiniput,Zamboanga City
09359339271
Personal Information
Date of Birth July 20, 1990
Age 23 years old
Place of birth Quiniput, Zamboanga City
Religion affiliation Islam
Ethnicity Zamboangeño
Educational Attainment
2010-2014 Bachelor of Elementary Education,
114
Western Mindanao State UniversityNormal Road, Baliwasan, Zamboanga
City
2004-2008 Curuan National High SchoolCuruan, Zamboanga City
1997-2004 Cristino M. Paragas Memorial Elementary School
Quiniput, Zamboanga City
Organization
2013-2014 Muslim Student Association (MSA)
2011-2014 Student Scholar AssociationTraining and seminars
2010 Participated as a volunteer ofAnti-Human Trafficking in Western Mindanao State University
2012 Participated in a three-day training workshop on K-12 Curriculum in WMSU
2013 Participates as a volunteer during Zamboanga Siege in Western Mindanao State University
Honors
2008 Graduated as Third HonourableMention in High School
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2012 Champion in “English Quiz” University wide. WMSU
2013 Finished as Most Outstanding in Job Enabling EnglishProficiency (JEEP).WMSU
Talents and Skills
Poem WritingComputer literate
Microsoft Word Microsoft Excel Microsoft Power Point Adobe Photoshop
CHARACTER REFERENCES
Dr. Ana Louisa B. Perez, OIC School Principal, ILSED-WMSU
Nolan S. Iglesia- Dean of the College of Education Primitivo C. Paragas, Barangay Chairman- Quiniput,
Zamboanga City
I hereby certify that the above information is true andcorrect to the best of my knowledge and belief.
116
Nilvin V. EspinoZone 1 Justo Uro, Putik, Zamboanga City
09365087915
Personal Information
Date of Birth July 07, 1993
Age 20 years old
Place of birth Alicia, Zamboanga Sibugay Province
Religion affiliation Roman Catholic
Ethnicity Chavacano
Educational Attainment
2009-2014 Bachelor of Elementary Education,Western Mindanao State UniversityNormal Road, Baliwasan, Zamboanga
City
2005-2009 Dawa-Dawa National High SchoolAlicia, Zamboang Sibugay
1999-2005 Sto.Nino Elementary SchoolAlicia, Zamboanga Sibuagy
Training and seminars
117
2012 Participated in a three-day training Workshop on K-12 Curriculum at WMSU
Participated in a one-day Educational Seminar (Photostory Making) at WMSU
2013 Enrolled in Job Enabling in English
Proficiency at WMSU
Participated in MTB-MLE Seminar at WMSU
2014 ` Participated in the EmploymentForum at
WMSU
Talents and SkillsProficient in English LanguageComputer literate
Microsoft Word Microsoft Excel Microsoft Power Point Adobe Photoshop
DancerArtist (drawer and Painter)
Character References
118
Ruth Miriam Racho – CSB Coordinator of the College of Teacher
Education Bernardita Bacang -Professor of
the College of Teacher Education Dr. Thelma Villanueva - Guidance Coordinator of
WMSU
I hereby certify that the above information is true andcorrect to the best of my knowledge and belief.
Nurann A. LegardoPurok I- Zone IV, Taluksangay, Zamboanga City
09067291006
Personal Information
Date of Birth May 04, 1994
Age 19 years old
119
Place of birth Taluksangay, Zamboanga City
Religion affiliation Islam
Ethnicity Samal Bangingi
Educational Attainment
2010-2014 Bachelor of Elementary Education,Western Mindanao State UniversityNormal Road, Baliwasan, Zamboanga
City
2006-2010 Taluksangay National High SchoolTaluksangay, Zamboanga City
2000-2006 Taluksangay Elementary SchoolTaluksangay, Zamboanga City
Organization
2010-2014 Muslim Student Association (MSA)
2013-2014 Eternal Youth Organization2010-2014 Risale-I Nur Institute Organization Philippines
Training and seminars
2010 Participated as a Volunteer ofAnti-Human Trafficking in Western Mindanao State University
2012 Participated in a three-day training Workshop on K-12 Curriculum in WMSU
120
Honors
2010 Graduated as Valedictorian.Taluksangay National HighSchool
2011 Elected as a Vice-President ofMuslim Student Association(MSA) organization. WMSU
2013 Finished as Most Outstandingin Job Enabling EnglishProficiency (JEEP). WMSU
Talents and SkillsProficient in Arabic LanguageComputer literate
Microsoft Word Microsoft Excel Microsoft Power Point Adobe Photoshop
CHARACTER REFERENCES
Dr. Ana Louisa B. Perez, OIC School Principal, ILSED-WMSU
Nolan S. Iglesia-Dean of the College of Education Abdurahman Nuño, Barangay Chairman- Taluksangay,
Zamboanga City
I hereby certify that the above information is true andcorrect to the best of my knowledge and belief.
121
Laarnie Grace PardilloDivisoria, Zamboanga City
Personal Information
Date of Birth November 20, 1992
Age 21 years old
Place of birth Dumalinao, Zamboanga DelSur
Religion affiliation Roman Catholic
Ethnicity Bisayan
Educational Attainment
2010-2014 Bachelor of Elementary Education,Western Mindanao State UniversityNormal Road, Baliwasan, Zamboanga
City
2006-2010 Secondary EducationBasila State College, Laboratory
High SchoolBasilan
2000-2006 Elementary Education
122
Sta. Clara Central School, Basilan
Organization
2010-2014 Mujeres Club, College of Education
2013-2014 Eternal Youth Organization
Training and seminars
2010 Participated as a Volunteer ofAnti-Human Trafficking in Western Mindanao State University
2012 Participated in a three-day training Workshop on K-12 Curriculum in WMSU
Honors
2010 Graduated as 1st HonorableMention. Basilan StateCollege, Laboratory HighSchool
2013 Finished as Most Outstandingin Job Enabling EnglishProficiency (JEEP). WMSU
Talents and SkillsProficient in English and Malay Language
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Computer literate Microsoft Word Microsoft Excel Microsoft Power Point Adobe Photoshop
Character References
Dr. Ana Louisa B. Perez, OIC School Principal, ILSED-WMSU
Nolan S. Iglesia-Dean of the College of Education Prof. Bernardita Bacang- Professor, College of
Teacher Education
I hereby certify that the above information is true andcorrect to the best of my knowledge and belief.
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