Republic of the Philippines

ILOILO STATE COLLEGE OF FISHERIES

Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

CHAPTER I

INTRODUCTION

This chapter presents the Background of the Study,

Statement of the Problem, Theoretical Framework, Conceptual

Framework, Scope and Limitation of the Study, Significance

of the Study and Definitions of Terms.

Background of the Study

School systems are often challenged to meet the needs

of students who are not performing at grade level

expectations and provide support services to help those

students to close the achievement gap (Cimmiyotti, 2013).

Since reading is a skill utilized in every academic subject

area, it is a logical domain to examine for a correlational

relationship with the academic performance.

The ability to read is an essential skill for students

to master because information is presented in text

throughout the world. According to Widdowson (1979) reading

is an interactive process that goes on between the reader

and the text, resulting in comprehension. Reading is

therefore seen as the combination of textual information

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

with the information the reader brings to the text

resulting to comprehension of the text. Anderson (2000)

notes out that reading is a mental process, not getting

from print but engaging the reader‘s mind to decode

meaning. Reading requires thinking; it is not just speaking

the words and symbols but rather thinking and speaking.

December 2013, The NSO's 2010 Census of Population and

Housing (CPH) showed that of the 71.5 million individuals

who are 10 years old and above, 97.5 percent or 69.8

million were literate or could read and write. This is

higher compared to the literacy rate of 92.3

percent recorded in the 2000 CPH. 97.5% literacy rate is

quite an impressive figure but if we will take a look at

the result of the National Achievement Test (NAT) ON 2012,

Grade 3 students got a Mean Percentage Score of 54.42% in

English reading Comprehension and 58.61% in Filipino

([Link]).

In this study, data was collected on students reading

comprehension level and academic performance at the school

site of study. The data was then assigned to performance

levels and an average performance level was determined for

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

each student in reading comprehension and academic

performance. Finally, the performance levels for each

student were analyzed to determine if a correlation existed

between student reading comprehension level and academic

performance of Grade 7 students of Fisheries and Marine

Science High School.

Statement of the Problem

This study aimed to determine the reading

comprehension level and academic performance of Grade 7

students of Fisheries and Marine Science High School.

Specifically, it sought to answer the following

questions:

1. What is the reading comprehension of the respondents?

2. What is the academic performance of the respondents?

3. Is there a significant relationship between reading

comprehension level and academic performance of the

respondents?

Hypothesis

There is no significant relationship between reading

comprehension level and academic performance.

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

Theoretical Framework

According to J. W. Rosenthaland, J. M. O’Malley and A.

Chamot, students who have not yet developed their cognitive

academic language proficiency (CALP) will surely meet

difficulties and problems in several contexts and

situations. The theory on CALP, therefore, provided the

researcher a reason to study and investigate the

relationship of English language proficiency and academic

performance of the Philippine Science High School students.

With the tenets of CALP, the researchers were inspired to

conduct this present study.

The theory which is relevant to this study is the ―Schemata

Theory which specifically focuses on reading comprehension.

It plays an important role in achieving the objectives of

the study.

According to Piaget (1972) and Craig (1989, pg. 36),

Schemata is a term for mental structures that process

information, perceptions and experiences. Schema theory has

as one of its fundamental tenets that, any text either

spoken or written does not by itself carry meaning.

According to Schema theory, a text only provides directions

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

for listeners or readers on how they should retrieve or

construct meaning from their own previously acquired

knowledge. The previously acquired knowledge structures are

called schemata.

According to Pearson and Fielding (1991), schemata are

usually associated to knowledge of topics, themes and

concepts. Dickson, Simmons and Kameenur (1995) are in

support of the importance of activating knowledge of the

conventions of well-presented text and organizational

patterns of text structures. Instruction in physical text

structures can be viewed as building background knowledge

which will later form the frame for helping readers

organize and integrate new knowledge.

This study assumed that reading performance is related

to academic performance at the secondary level. If a

correlation exists at earlier grade levels, it may suggest

that early reading intervention programs will benefit all

other academic disciplines.

The relationship between reading ability and academic

performance seems like a logical connection since textual

information is prevalent in our society. Espin and Deno

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

(1993) found that a relationship exists between basic

reading literacy and student academic success. Their study

involved 121 tenth-grade students in a rural school in a

small mid-western community. Their study was based on the

connection between a student’s reading measure and that

student's score from a classroom study task, grade point

average, and achievement test results.

Conceptual Framework

Independent Dependent

Reading Comprehension Level

Grade 7
Students
Academic Performance

Figure 1. A schematic diagram showing the reading levels

and academic performance as influenced by independent

variable.

Significance of the Study

Results of the study can be beneficial to the

following:
Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

School. This will be used to identify underperforming

students and provide them with early intervention

opportunities in order to boost their performance.

Teacher. The result from this study will give them

information they needed when planning for the teaching

strategy or method to be more effective in the classroom.

Students. This study will help them evaluate their

reading comprehension skill and its effect to their

academic performance.

Future Researchers. This study can be used as

reference of their study. Provides additional evidence to

support the findings that a relationship between reading

comprehension level and academic performance exists and

that it changes over time depending upon the age level

being examined.

Scope and Limitation of Study

This descriptive correlational research aimed to

determine the significant relationship between reading

comprehension level and academic performance of Grade 7

students of Fisheries and Marine Science High School.

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

This study utilized the grade 7 students of the said

school. A reading comprehension test provided by the

researchers was used to gather the data. The reading

comprehension level of the students will be determined

based on the Philippine Informal Reading Inventory (Phil –

IRI). Also the class record of the teacher was used as well

to get information of their academic performance. Data

gathering commenced on September 15, 2017. Quantitative and

qualitative analysis was used to analyze and interpret the

data.

Definition of Terms

For better understanding of the study, the following

were conceptually and operationally defined.

Academic Performance. A frequently defined in terms of

examination performance (Cambridge University Reporter,

2003).

In this study the Academic Performance refers to the 1st

Grading Period Grade Point Average (GPA) of the students.

Correlation. The state or relation of being

correlated; specifically, a relation existing between

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

phenomena or things or between mathematical or statistical

variables which tend to vary, be associated, or occur

together in a way not expected on the basis of chance alone

(Merriam Dictionary).

In this study correlation refers to the relationship of

Reading Comprehension Level to the Academic Performance of

the student.

Reading Comprehension. The level of understanding of a

text or message (Rayner, 2001).

In this study reading comprehension refers to the

intellectual processes that are happening in the mind of

the student while reading the text.

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

CHAPTER II

This chapter reviews literature related to benefits of

tutorial which will be essential in providing direction for

this study.

REVIEW OF RELATED LITERATURE

The key to learning is better reading skills. But this

reading skill needs not to be confined to English only. The

ability to read and write in any language or dialect is

important.

It is a common knowledge that knowing how to read and

write is an indicator that one is educated. It is also an

accepted phenomenon that reading is a very relevant part in

the development of an individual’s whole being. Reading is

said to be the training of the mind and the means to attain

deeper meaning of reality. “Reading maketh a full man”

(Francis Bacon). Indeed, reading highly contribute to the

development of individual especially in acquiring knowledge

and learning that will help them in learning more

cooperative and language literate.

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

The review of the empirical research indicates the

reading comprehension level and academic performance of

Grade 7 students at Fisheries and Marine Science High

School. Several studies, indicates that reading

comprehension has a correlational relationship with the

academic performance of the students. Furthermore, the

review indicates authoritative studies about the reading

comprehension and academic performance. This also indicates

the reading difficulties and methods that affect the

reading comprehension and academic performance of the

students.

Academic Performance

Measuring of academic performance of students is

challenging since student performance is product of socio-

economic, psychological and environmental factors. For the

last 20 years, education in Pakistan is growing as a

profitable industry with prime objective of maximizing

profit by delivering high quality education that produces

well-educated, skilled, mannered students according to

needs and requirements of the dynamically growing market.

That’s why the scope of research is always there to find

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

out what are the factors that affect the performance of the

students.

There are two groups of students as generally

perceived i.e. those who improve and those who don’t

improve. This study can contribute to find out the factors,

which are responsible for student’s inelastic behavior

towards study along with identifying those factors, which

help a student to make progress in his studies.

This study focuses on investigating the factors

affecting performance of 3rd and 4th year college students

equal to Europeans standard K-12 and K-14. A survey was

conducted to collect information and responses of students,

regarding factors affecting their performance. Review of

Literature All of the research reviews support the

hypothesis that student performance depends on different

socio-economic, psychological, environmental factors.

The findings of research studies focused that student

performance is affected by different factors such as

learning abilities because new paradigm about learning

assumes that all students can and should learn at higher

levels but it should not be considered as constraint

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

because there are other factors like race, gender, sex that

can affect student’s performance Hansen, Joe B.2000).

Some of the researchers even tried to explain the link

between students achievements, economic circumstances and

the risk of becoming a drop-out that proved to be positive

(Goldman, N., Haney, W., and Koffler, S., 1988, Pallas, A.,

Natriello, G., McDill, E., 1989, Levin, H., 1986) B.A

Chansarkar and A. Mishaeloudis (2001), explained the

effects of age, qualification distance from learning place

etc. on student performance.

The performance of students on the module is not

affected by such factors as age, sex and place of residence

but is associated with qualification in quantitative

subjects. It is also found that those who live near the

university perform better than other students. Yvonne

Beaumont Walters, kola soyibo,(1998) further elaborated

that student performance is very much dependent on SEB

(socio economic back ground)as per their statement, “High

school students’ level of performance is with statistically

significant differences, linked to their gender, grade

level, school location, school type, student type and

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

socio-economic background (SEB).” Kirby, Winston et al.

(2002) focused on student’s impatience (his time-discount

behavior) that influences his own academic performance.

Goethe found out that weak students do better when grouped

with other weak students. (As implied by Zajonc’s analysis

of older siblings (1976) it shows that students’

performance improves if they are with the students of their

own kind. There are often different results by gender, as

in Hoxby’s K-12 results (2000); Sacerdote (2001) finds that

grades are higher when students have unusually academically

strong roommates. The results of Zimmerman (1999, 2001)

were somewhat contradictory to Goethe results but again it

proved that students performance depends on number of

different factors, it says that weak peers might reduce the

grades of middling or strong students. (Alexander, Gur et

al. 1974; Fraser, Beamn et al. 1977) explained that some of

the practices adopted by college administration in higher

education like residential colleges or organized study

groups also help to increases performance. Keeping in view

all of the variables discussed by different researchers we

have chosen only those variables that are recognizable in

Pakistani setting.
Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

Reading Comprehension

Reading is one of four important language skills that

should be mastered by students. It is one of the ways for

getting knowledge that cannot be separated from every

learning process and it does not only happen in educational

field but also in our daily life. For getting knowledge and

information, people read books, magazines, newspapers,

advertisement and etc. Nation states that reading is a

source of learning and enjoyment. It can help students

learn a new vocabulary and grammar. It also makes them

enjoy the reading. They can learn more and more by reading.

According to Richard, reading means perceiving a

written text in order to understand its contents. This can

be done silently (silent reading).1 It is a particular way

in which the readers understand texts, passages, paragraphs

even books and an ability to understand and find out the

information presented in the form of written text.

Comprehension is a thoughtful process, she explains, and

readers need instruction that shows them how to read and

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

think. Tovani’s book goes on to explain how that

instruction looks in her classroom. It’s one of many books

teachers and parents can use to help children read better.

Tovani says writing makes readers pay attention to

their “thinking voice,” the thoughts they have as they try

to understand the text. By recording their thinking in the

margin -- or on another piece of paper students create a

permanent record of their attempts to understand the text.

Readers can return to their thinking, revise their ideas

and accumulate information needed to build comprehension.

In “Readicide,” English teacher and literacy

consultant Kelly Gallagher warned educators about literacy

practices that he felt killed student motivation to read.

In “Deeper Reading,” he describes what effective reading

instruction looks like. He tackles methods for getting

students to tackle difficult books such as “Romeo and

Juliet” and “All Quiet on the Western Front.” Challenging

material, Gallagher explains, usually requires more than

one reading. He outlines plans for what he calls “first-

draft readings” and “second-draft readings.” Gallagher

encourages readers to work through the confusing parts of

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

their books and to reread passages to find new ideas they

didn’t see in the first reading.

In Edward William Dolch’s 1951 book Psychology and

Teaching of Reading, reading was defined as “imagining,

thinking and feeling about ideas and thoughts made from

past experiences that are suggested by perception of

printed words" (p.9).

On the other hand, Aikat (2007) stated that “the act

of reading is a dynamic ‘transaction’ between the reader

and the text” (p.700), an idea taken from Louise M.

Rosenblatt’s 1978 book, The Reader, The Text, The Poem.

According to the aforementioned book, there are two

kinds of reading—reading for leisure, called Aesthetic

Reading, and Efferent Reading in order to gain

information. Efferent readers read for the purpose of the

facts they will learn, while aesthetic readers read for the

reading experience, making it easier for them to “connect

emotionally” to the text.

In order for readers to attain this connection and

fully comprehend the text they read, Dolch (1951) asserted

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

that the process of reading requires the different

capabilities of the mind, as the reader processes words and

their meanings.

This processing of words and text can also be defined

as "literacy" or as Castello and Charlton (2007) explained,

“the cognitive processing of text information, a

motivational attitude toward reading, and the integration

of texts into everyday life” (p.697). The authors asserted

that through this cognitive process of reading, readers

learn to apply the meanings of the words and sentences that

they comprehend to their present knowledge. Castello and

Charlton posited that readers can then incorporate and

evaluate the content of these readings to their own lives

and experiences, as well as use the text as basis for

future actions.

In fact, according to Aikat(2007), past research has

shown a positive relationship between people’s reading

habits and their active involvement in other endeavors.

Aikat also states that reading plays a very important role

in enhancing the minds of young individuals, developing

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

their “capacity for focused attention” as well as their

“imaginative growth” (p.699).

However, "Imaginative growth" as well as a capacity

for attention are only a few of the benefits of reading and

literacy. Another possible benefit may be the development

of writing skills. In her work Theories of Literacy,

Stewart (2006) explained the relationship between reading

and writing, stating that they are two skills that are “so

interrelated that one cannot be understood without the

other”(p.618) so that students are able to “draw on their

skills in one to develop the other as they build

proficiency in both” (p.618). Stewart also presented yet

another benefit of reading--a proficiency in the oral

language, taken from the theories of Michael Halliday in

the 1970’s, which compared the two and stated that they

were both “social” forms of communication. Aside from

these assertions, Stewart went on to say that literacy and

reading in general also applies to students' academic

performance in other fields, such as in language arts,

mathematics, the sciences, the arts and computer

technology.
Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

Several studies have affirmed Stewart’s (2006)

assertions. In Ritzel Montalban’s 2010 research entitled

The Correlation Between Reading Comprehension and The

Performance In Math Problem Solving of The Selected Second

Year HIgh School Students Of The Sisters of Mary School-

Boystown, Montalban conducted studies to verify her

hypothesis regarding the relationship between students’

performance in problem solving and their corresponding

abilities in reading comprehension.

Some of the researchers cited by Montalban(2010)

included Sutton & Krueger , who asserted that “reading,

writing, and mathematics are, or should be, inseparable”.

Montalban also quoted Hiebert & Wilkinson, who suggested

that “most reading and thinking strategies should be taught

in the content areas, rather than isolated reading

lessons.”

Academic Performance and Reading Comprehension

Educational systems rely more heavily upon text as

students reach higher grade levels. In early elementary

grades, students do not typically have textbooks at home

and they primarily work with decodable readers and short

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

stories borrowed from the library. However, beginning

around third grade, textbooks are introduced to the home

environment and students’ abilities to pull and process

information from textbooks becomes increasingly necessary

for student achievement.

By the time students reach high school, many teachers

expect students to build their background knowledge by

reading at home and then demonstrate their understanding

during in-class discussions (Harlaar, N., Thompson, L.,

Deater-Deckard, K., DeThorne, L., & Petrill, S., 2011). The

textbooks that students utilize in science, math, and

history are typically several hundred pages in length,

featuring diagrams, pictures, and, primarily, text to

transmit knowledge about the subject to the reader.

English teachers also assign novels and stories for

reading at home. Unfortunately, textbooks are challenging

for students to access. Textbooks use advanced vocabulary,

cover a vast number of topics, use direct language that

doesn’t engage the reader, and lack the structure that

promotes reading comprehension (Bryce, 2011). In primary

school, students are still building their reading

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

competence, but at the secondary level they are expected to

have the necessary skills.

Additionally, the battery of standardized tests that

students take to demonstrate competence in each of the

tested subject areas, such as language arts, math, science,

and social studies, requires them to be able to read at

increasingly higher levels (Crane, Huang, Derby, Makkonen,

& Goel, 2008).

Researchers have over time conducted research on

reading comprehension and academic performance in Kenya and

across the world to find out the role of language in

academic performance in different subjects.

Cummins (1979) in studies of language skills of bilinguals

concluded that a certain level of linguistic proficiency

seemed to be necessary for academic achievement because

language competence allows one to use it as an organizer of

knowledge and as a tool for reasoning.

In investigating the relationship between reading

comprehension and academic performance MacGregor and Price

(1999), noted that vocabulary, number and symbol sense, as

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

well as the ability to read and comprehend, word problems

are important factors affecting achievement in mathematics.

They argued that the cognitive ability that drives symbol

processing is the connection between language and

mathematics. The ability of symbol processing is the basis

for both language proficiency and mathematics achievement.

MacGregor and Price (1999) noted that poor language skills

do correlate with poor math skill suggesting that both

require a basic level of competency in symbol processing

i.e. deriving meaning from symbols.

Dawe (1983) noted that bilingual students who

performed poorly in mathematics tended to have low levels

of competence. Dawe argued that the students had not

acquired the level of language proficiency that is a

necessary foundation for academic learning.

Linvile (1970) observed that both syntactic structure

and vocabulary level were important variables in solving

arithmetic problems. He noted that pupils of higher general

intelligence ability or higher reading comprehension

ability made significantly higher scores than pupils of

lower intellectual ability.

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

Muhandiki (1984) carried out research surveys among

pupils and teachers in primary schools in Nairobi. He

observed that lack of mastery of English language was

identified as a factor contributing to poor performance in

mathematics.

Studies show a correlation between social studies and

reading comprehension. Krantez (1957) cited in Kopiyo

(1982) pointed out that the best two predictors of social

studies achievement were reading vocabulary and

comprehension. Hinkelmann (1956) reported that a

significant correlation existed between reading

comprehension and social studies by 8th grade students.

In investigating the relationship between science

performance and reading comprehension Sochor (1958) noted

that reading comprehension was related to comprehension of

science texts. He emphasized the fact that it is important

in science reading for students to be able to remember

symbols, formulas, specific vocabulary terms and procedure

for conducting experiments if they are to be efficient as

well as proficient in the application of science.

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

Sandy Ming – San Chang (2013) conducted research on

academic language knowledge and comprehension science text

for English language and fluent English speaking students.

The results indicated that vocabulary not grammar discourse

features was significantly related to students

comprehension scores.

According to the studies conducted by researchers

mentioned above there is a correlation between school

subjects performance with reading ability, though Ombra

(2010) has contrary findings. He conducted research on

deteriorating performance of Filipino in the national and

international tests and the findings showed that the

overall students reading skills were not significantly

correlated to mathematics performance. Hence the poor

mathematics performance could be explained by other factors

not related to reading comprehension skills. This

notwithstanding, the overall position of majority of the

researchers relates academic performance to the ability of

the pupils to comprehend what they read.

A teacher‘s knowledge on how to teach reading to

learners is very crucial. To improve reading comprehension

Republic of the Philippines
ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

teachers need to teach meaning. The rationale of teaching

meaning is to help the learners develop their reading

skills and enhance comprehension power. Meaning is not

found in the text but the reader brings meaning with him.

Meaning can be brought out by associating the text with

experience. For reading comprehension word knowledge is

very important. When teaching meaning, learners should be

taught literal meaning of words and how they can be used in

a particular context. Laflamme (1997) affirms that

comprehension is impossible if meaning of words is not

known. A reader will have a limited understanding of the

concepts and content if he does not know the meaning of

words.

Educational Researchers Raphael, Pardo and Highfield

(2002) found a strong correlation between reading and

vocabulary knowledge which meant that readers with a large

vocabulary are usually good readers. Research shows that

when teachers provide explicit comprehension instruction to

children reading improves. According to the National

Reading Panel (2000) there is a correlation between direct

instruction and enhancement in comprehension.

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ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

Researchers have indicated over time that reading can

be taught in phases for improved comprehension. William

(1987) argues that for teaching of reading to be successful

a reading lesson can be divided into three phases and they

are; the pre-reading, while reading and post reading

phases. The literature does not present the Kenyan scenario

with regards to teaching comprehension methods and academic

performance.

Reading difficulty is an issue of concern in any

society. The reading problems are found among every age

group in primary school classroom although some children

are at greater risk of reading difficulties than others.

How and why precisely this happens has not been fully

understood (Snow, Burns and Griffin 1998).

According to Snow, Burns and Griffin (1998), reading

is considered to be a basic need in the modern world of

science and technology. Reading ability is valued and

important for social and economic advancement.

Reading difficulties refers to the problems associated

with reading. The problems could be decoding or

comprehension of what is read. Snow, Burns and Griffin

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ILOILO STATE COLLEGE OF FISHERIES
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(1998, P3) define reading difficulties as the lower tail of

normal distribution of reading ability in a population. In

other words, individuals with reading difficulties are

those whose achievement levels are lower than those of the

rest of the population in the distribution.

Snow, Burns and Griffin (1998) noted that the factors

that contribute to these reading difficulties include

biological deficits that make the processing of sound,

symbols relationship difficult, factors within the

individual, factor at home, social and cultural environment

and factors in the school environment such as school

curriculum and teaching methods.

Snow, Burns and Griffin (1998) observe that there are

three potential stumbling blocks that are known to throw

children off course on the journey to skilled reading. The

obstacle are; difficulty in understanding, failure to

transfer the comprehension skills of spoken language to

reading, to acquire new strategies that may be specifically

needed for reading and lastly the loss of an initial

motivation to read or failure to develop a mature

appreciation of rewards.
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ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

Carell et al (1989) observes that one potential source

of reading difficulties may be that the reader has a

consistent interpretation for the text which may not be the

one intended by the author. Much of the meaning understood

from a text is really not actually in the text per-se but

in the reader’s background knowledge. A reader‘s failure to

activate an appropriate schema during reading results in

various degrees on non-comprehension. Failure to activate

an appropriate scheme may either be due to writers not

having provided sufficient clues in the text for the reader

to effectively utilize a bottom-up processing mode to

activate the schemata the reader already possesses.

Pearson and Spiro (1982) notes that there are several

schema-related reasons why we might not comprehend what we

read; we might not have the schema available to help us

understand or we might have the schema available but fail

to access it. Teachers should therefore assist learners to

activate background knowledge or to create new schema to

help them in reading comprehension.

Research by Torgesen, Wagner and Rashottee (1977),

brings out clearly that learners who get off to a poor

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start in reading rarely catch up. Class one readers are

likely to continue being poor readers even at the higher

levels of their learning and this may bring problem in

reading comprehension even as learners progress through the

classes.

Cornoldi and Oakhill (1996) observed that decoding and

comprehension are positively correlated. The skilled

decoder is also a skilled comprehender and a reader who is

poor at decoding is also poor at comprehension. A poor

reader is poor either in comprehension or decoding or both.

This shows that among poor readers decoding skill and

comprehension are negatively correlated.

Teachers can also be a contributing factor to

difficulties experienced by learners. Ojanen (2007) posits

that reading problems can be a result of inadequate

teaching. For children to become fluent readers, teachers

have a lot of work in teaching literary skills. Readers may

become disabled in reading when effective methods of

teaching are not used.

Learners with serious decoding problems are hindered

from text comprehension. Many words will be misidentified

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or read slowly until what was read is forgotten. Smith

(1991) notes that decoding has been cited as a serious

factor affecting reading ability.

Mando (2008) indicates that reading difficulties are

mainly caused by failure to acquire phonological awareness

and the skills in alphabetical coding. Some research work

shows that phonological awareness as a predictor of reading

success at all levels (Bader 1980 and Smith 1991).

Reading difficulties are the most frequent learning

problems among students and the main reason for academic

failure (Chall, 1996; Dickson and McCabe 2001; Kuhn & Stahl

2004; Rasinski & Hoffman 2003).

It can be noted from the above findings that there is

some relationship between reading difficulties and academic

performance. However, there are studies showing contrary

findings as shown in the literature below;

Bronwen Oberholzer (2005) did research on the

relationship between reading difficulties and academic

performance among a group of Foundation phase learners.

Using data from academic progress report and from a

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scholastic assessment carried out by an educational

psychologist, correlations were calculated between the

learners reading ability and academic performance. Research

findings showed no significant correlation. The results

were not in line with the general opinion in that the

children‘s reading difficulties did not appear to be

impacting negatively on their academic potential.

Strauss (1992) did research among undergraduate

students in first year at the University of Orange Free

State. Her results indicate that there is no relationship

between reading difficulties and academic performance. In

her study, an experiment group was exposed to a reading

development while a control group was not. Before and after

comparison of academic results of both groups showed no

improvement on the results of the experiment group.

The studies referenced above have related reading

difficulties and reading comprehension among different

levels of learners. This study goes further to establish

the relationship between the two variables (reading

difficulties and reading comprehension) on one hand and

academic performance on the other among class three pupils

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in Westlands Sub-County, Kenya. This may inform the effect

on academic performance as learning progresses to higher

levels.

Research findings in applied linguistics and reading

consistently show a strong positive correlation between

reading proficiency and academic success at all ages from

primary right through to university level. Students who

read a lot and who understand what they read usually attain

good grades (Pretorius, 2000).

Yule (1985) observes that the concept of coherence

does not exist in language but in people this means that it

is people who make sense of what they read and hear. People

try to arrive at an interpretation which is in line with

their worldview. According to the Schema Theory, the

process of interpretation is guided by the principle that

every input is mapped against some existing schema and that

all aspects of that schema must be compatible with the

input information.

Researchers over time have emphasized the need for

schema activation before reading (Carrel 1989). If a person

does not know anything about the subject, then getting the
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words of the text into the mind can be a waste of time. The

way we learn is by relating new information and experiences

to what we already know. When reading the building of

bridges between the known and unknown involves making

predictions, or guesses, about what will come next on the

basis of what we already know.

A reader may fail to activate an appropriate schema

during reading which results in various degrees of non-

comprehension. This inability to activate an appropriate

schema may either be due to the writer‘s or speaker‘s not

having provided sufficient clues in the text for the reader

to effectively utilize. Appropriate schemata must exist and

must be activated during text processing. Johnson (1982)

observes that a text on a familiar topic is better recalled

by English as Second Language (ESL) readers than a similar

text on unfamiliar topic.

Nichols (1983) suggested a number of formal and

informal instructional activities to help students activate

prior knowledge and make predictions, which is the

prediction guide designed to enhance comprehension by

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encouraging students to make predictions about concepts to

be covered in the text (Moore et al., 1982).

Researchers such as Barnet (1989) have proposed

different activities which contribute to integration of

reading with language skills such as discussions, writing

compositions, summarizing and listing facts. The theory

supports such activities as activating prior knowledge and

it recognizes the importance of the three reading stages;

pre-reading, while reading and post reading.

Researchers argued that comprehension is achieved

through the interaction of bottom-up and top down

processes. (Carell, 1983, 1991: Eskey and Grabe 1988;

Eskey, 2005; Sarella and Oxford, 1992). During reading the

readers combine their bottom up-processes, for example the

ability to decode and organize words and grammatical forms

with their top-down processes like the ability to using

background knowledge to predict and confirm meaning (Grabe,

2004).

Comprehension is not just transmission of the graphic

information to the reader‘s mind but the result of meaning

construction. According to the interactive reading model,

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readers interact with the text to create its meaning as

their mental processes work together at different levels

(Carell, Devine and Eskey 1988: Rumelhart, 1977).

The authors explained that a reader with poor decoding

skills struggles with the text itself and isn't able to

perform the tasks requiring logical reasoning strategies.

It is a reasonable explanation that a student who struggles

to decode text is going to perform poorly in all subject

areas because there are more hindrances in comprehending

text.

The authors believed that there were several factors

involved, such as students’ inability to organize prior

knowledge and their lack of knowledge about the meaning of

symbols, signs, and words used (Duru & Koklu, 2011). The

study indicates that vocabulary is an important component

of reading which supports comprehension.

Comprehension is not just transmission of the graphic

information to the reader‘s mind but the result of meaning

construction. According to the interactive reading model,

readers interact with the text to create its meaning as

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their mental processes work together at different levels

(Carell, Devine and Eskey 1988: Rumelhart, 1977)

Summary

Academic has accomplished specific goals that were the

focus of activities in instructional environments,

specifically in school, college, and university achievement

represents performance outcomes that indicate the extent to

which a person. Reading was the true backbone of most

learning. Everything starts with the written word — whether

it’s math, science or even home economics and etc. As

students go up the educational ladder, more reading was

usually required as subjects become more dense and

challenging. (Philippine Star, 2010). Many researchers

conducted the study and determine whether correlation

existed between reading comprehension and academic

performance.

According to the studies stated, reading comprehension

has a big role in excelling the academic performance of the

students. However, there were studies that argued and

stated that there is no correlation between reading

comprehension and academic performance.

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In the studies of Cummins (1979), MacGregor and Price

(1999), Dawe (1983), Linvile (1970), Muhandiki (1984),

Krantez (1957), Sochor (1958), Sandy Ming – San Chang

(2013), Raphael, Pardo and Highfield (2002), National

Reading Panel (2000), Snow, Burns and Griffin

(1998),Torgesen, Wagner and Rashotee (1977), Cornoldi and

Oakhill (1996), Smith (1991), Chall (1996), Dickson and

McCabe (2001), Kuhn and Stahl (2004), Rasinski and Hoffman

(2003) and Pretorius (2002), they’ve said that reading

comprehension has significant relationship with the

academic performance. While in the study of Bronwen

Oberholzer (2005), stated that there was no correlation

between reading comprehension and academic performance.

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Barotac Nuevo, Iloilo

CHAPTER III

METHODOLOGY

This chapter presents the research design, locale of

the study, respondents of the study, sample size, sample

technique, research instrument, data gathering procedure

and data gathering analysis.

Research Design

The researchers, employed descriptive correlational

research method which refers to a type of study in which

information was collected without making any changes to the

study subject (ORI) as it aimed to seek the relationship

between the reading comprehension level and academic

performance of Grade 7 students of Fisheries and Marine

Science High School. It was a research design that aims to

discover the reading comprehension level and academic

performance of the students and determine if the two

variables correlate with each other.

Locale of the Study

The study was conducted at Fisheries and Marine

Science High School. The Laboratory School of College of

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ILOILO STATE COLLEGE OF FISHERIES
Main – Poblacion Campus
COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

Education of Iloilo State College of Fisheries, Main Campus

- Tiwi, Barotac Nuevo, Iloilo.

The Respondents

This study was conducted with the Grade 7 students of

Fisheries and Marine Science High School which was composed

of the whole year level; they were the respondents of this

study.

Sample Size

The study used the total sampling population of the

students. The result of the study was expected to be true

only among the total population of Grade 7 students of

Fisheries and Marine Science High School which could help

the researchers gain data and information needed in the

study.

Research Instrument

The researchers used Philippine Informal Reading

Inventory (Phil - IRI) and the class record of the

student’s advisor to gather the needed data for the

completion of this study. A reading comprehension test was

conducted to determine the reading comprehension level of

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the students and the class record to determine the First

Grading Period GPA of the students. They were made to

discover the relationship between the reading comprehension

level and academic performance of the students.

Data Gathering Procedure

After the approval of the conduct of the research,

reading comprehension test was given to the Grade 7

students of Fisheries and Marine Science High School, after

seeking permission from Dr. Bernie Bayogos, principal of

the school. The respondents were given time to answer the

reading comprehension test. From the result of the

comprehension test the scores were assessed through the

Phil - IRI and the 1st Grading GPA of every student given by

the teacher, the researchers gathered the data. After the

results had been completed the data were interpreted and

analyzed.

Data Analysis

The data gathered were subjected to the following

statistical treatment: frequency count, percentage and chi

– square test.
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The frequency count determined the number of

respondents that belongs to the reading comprehension level

which are “Frustrated”, “Instructional” and “Independent”

.The academic performance scale are “very low”, “low”,

“average”, “high” and “very high”. The percentage

determined the percent of respondents that belongs to the

reading comprehension level which are “Frustrated”,

“Instructional” and “Independent”. The academic performance

scale are “very low”, “low”, “average”, “high” and “very

high”.

The chi – square test determined if there is a

significant relationship between reading comprehension

level and academic performance of the respondents.

All the inferential statistics was set at 0.5 level of

significance.
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CHAPTER IV

DATA INTERPRETATION AND ANALYSIS

This chapter presents the data interpretation and

analysis of this study.

Table 1. Reading Comprehension of Respondents

Reading
Frequency Percentage
Comprehension
FRUSTRATED
(1–5 out of 10
43 58%
items were answered
correctly)
INSTRUCTIONAL
(6–7 out of 10
22 30%
items were answered
correctly)
INDEPENDENT
(8-10 out of 10
9 12%
items were answered
correctly)
Total 74 100%

Table 1 shows the reading comprehension level of the

respondents. The results revealed, that reading

comprehension of respondents was mostly “frustrated”, with

a frequency of 43 out of 74 or 58%. 22 out of 74 or 30% of

the respondents belonged to the “instructional”. And

lastly, 9 out of 74 or 12% the respondents were

“independent”.
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Table 2. Academic Performance of Respondents

Academic
Frequency Percentage
Performance
VERY HIGH
(95 – 100 GPA)
0 0
HIGH
(90 – 94 GPA)
1 1
AVERAGE
(85 – 89 GPA)
8 11
LOW
(80 – 84 GPA)
11 15
VERY LOW
(75 – 79 GPA)
54 73
Total 74 100

Table 2 shows the academic performance of the respondents.

The results revealed, that academic performance of the

respondents were mostly “very low” with a frequency of 54

out of 74 or 73%. 11 out of 74 or 15% is “low” in their

academic performance. The “average” respondents are 8 out

of 74 or 11%. Only 1 out of 74 or 1% respondent got a

“high” academic performance and there was no result for

“very high” academic performance.

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Table 3. Chi-square test results for the relationship

between reading comprehension and academic performance of

respondents.

Degree
Asymp. Sig
Value of
(2-sided)
Freedom
Pearson Chi-Square 222.000a 219 .431

Likelihood ratio 120.167 219 1.000

Linear by linear Association .037 1 .848

N of Valid Cases 74

Table 3, shows the chi-square test result for the

relationship between reading comprehension and academic

performance of respondents. The result revealed no

significant relationship between reading comprehension and

academic performance of respondents, x(219)= 222 , p =

.431. The null hypothesis of no significant relationship

between reading comprehension and academic performance of

the respondents was accepted. This simply shows that the

reading comprehension of the respondents does not affect

their academic performance. Likewise with the academic

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performance it does not affect the reading comprehension of

the respondents.
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COLLEGE OF EDUCATION
Barotac Nuevo, Iloilo

CHAPTER V

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary, findings,

conclusions and recommendations of the study.

Summary

The study aimed to determine the Reading Comprehension

Level and Academic Performance in Grade 7 students of

Fisheries and Marine Science High School.

Specifically, the study aimed to answer the following

1. What is the reading comprehension level of the

respondents?

2. What is the academic performance of the respondents?

3. Is there a significant relationship between reading

comprehension level and academic performance of the

respondents?

The respondents of this study were 74 Grade 7 students

of Fisheries and Marine Science High School. The results

revealed that the reading comprehension levels of the

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students were mostly “Frustrated” and the academic

performance was mostly “very low”.

The performance levels for each respondent were

analyzed to determine if a correlation existed between

reading comprehension and academic performance and in this

study, correlation never existed between reading

comprehension and academic performance of Grade 7 students

of Fisheries and Marine Science High School.

Findings

The reading comprehensions of respondents were mostly

“frustrated” because 43 out of 74 students answered 1 – 5

correct items. The academic performance of respondents were

mostly “very low” since 54 out of 74 or 73% got a GPA

between 75 – 80 in the grading scale. There was no

correlation between reading comprehension and academic

performance. The study of Ombra (2010) and Strauss

(1992)also stated no correlation between reading

comprehension and academic performance.

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Conclusions

From the findings, the following conclusions were

drawn:

The relationship between reading ability and academic

performance seems like a logical connection since textual

information is prevalent in our society but this research

study presented no logical connection between the two

variables statistically.

In this study reading comprehension does not affect

the academic performance of the respondents. The same with

the academic performance, it does not affect the reading

comprehension of the respondents.

Recommendations

From the findings and conclusion the following are

recommendations that will help develop reading

comprehension and academic performance of the students and

the teachers teaching strategies and techniques:

1. Students must read, but must sure to understand what

they’re reading. Teachers must encourage students to

comprehend when reading and build world knowledge through

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reading. School must create a reading program that will

engage students to develop their reading comprehension.

2. Students must practice good study habits, they must be

involved and indulged their selves in learning. Teachers

must assess and evaluate students’ performance and

development often. School must monitor the student’s

performance and development and teacher’s approaches.

3. Students must monitor their reading comprehension and

academic performance through self – assessment. Teachers

must use various teaching techniques and strategies that

will motivate them both in reading and academic excellence.

The school must update and prepare programs that will

ensure the development of both the reading comprehension

and academic performance.

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