FACTORS AFFECTING THE READING COMPREHENSION SKILLS OF THE

STUDENTS OF DATU SAILILA NATIONAL HIGH SCHOOL

NOR-EN M. KAMENSA

MAHDIYA DALAM

NAHDAR SUGADOL

NARISA KUDALAT

MARHOM KUDAL

JOMAR PANDIAN

RESEARCH PAPER SUBMITTED TO THE FACULTY OF THE

DATU SAILILA NATIONAL HIGH SCHOOL- SENIOR HIGH SCHOOL,
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE SUBJECT

INQUIRIES, INVESTIGATION, AND IMMERSION

MAY, 2024

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CHAPTER I
INTRODUCTION

Reading means many things to many people. It can be one of the most

rewarding, preoccupation of the individual his horizons and making it possible to

partake of means accumulated experience and achievements through the ages. It

also plays a vital role in one success in school. Reading is one of the most important

skills in English than an individual must need to master. It is a toll subject for it is

prerequisite of all learning areas. It serves as a gateway to every student to learn the

different subject because students have a difficulty in reading, he may encounter

also difficulties in all subject areas.

Comprehension is reading with understanding. It is decoding meaning from the

printed text not only in single words or sentences but also of the interrelation –ship

among the sentences in discourse. One of the concerns of DSNHS Student is how to

improve their reading speed comprehension skills which is a basic requirement when

they enter the call center industry.

It is necessary therefore for the teachers to provide as many opportunities as

possible to enhance and teach these students the skills or strategies they will need

to improve their reading comprehension. There are some studies made on the

factors that effect reading comprehension. But most of these studies focused on the

students of DSNHS levels problems on reading comprehension and only few could

have probably investigated on the Factors that effect reading comprehension of the

students on the tertiary level especially those who are enrolled on business

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communication. These made the research determine what are factors that effects

students reading comprehension at DSNHS .

Statement of the problem

This study aimed to determine the factors affecting the reading

comprehension skills of the students of Datu Sailila National High School, S.Y 2023-

2024.

This study sought to answer the following questions:

1. What is the socio- demographics profile of students: in terms of:

a) Age

b) Gender

c) Grade level

2. To what extent is the level of factors affecting the reading comprehension of

the students: in terms of:

a) Text;

b) Attitude;

c) Environment;

d) Motivation; and

e) Learning preferences

Hypothesis of the study

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There is no significant difference on the factors affecting the reading

comprehension skills of the students.

Significance of the study

This research provides a new perspective opportunity the factors affecting the

reading comprehension skills of students. And was beneficial to the following.

Student. This study allows the students to take action to enhance their reading skill.

Teacher. Through this research, teachers can find a way to exercise student

comprehension in reading skills.

Academic institution. Through this research, academic institution may promote

programs and advocacies regarding practices that can help learners to enhance their

reading comprehension skills

School administrator. Through this research, school administrator will know what are

the factors what learners reading comprehension is low and they can make

programs that can help exercise the learners reading skills.

School. Through this research, the school may promote programs for all learners

that are having reading comprehension difficulties.

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Future researcher. Within this research, the future researchers can review our study

and gather some date to use for the research paper that can help them benefit their

study.

Scope and Delimitation

This study focused only to determine the factors affecting the reading

comprehension skills of students. The respondents of the study were the grade 7,

grade 8 grade 9, grade 10, grade 11, and grade 12 students of Datu Sailila National

High School for the S.Y 2023-2024

Theoretical framework

Perfetti and Adolf (2012) states that the ultimate goals of the program are to

improve high school student vocabulary knowledge and produce positive impact on

reading comprehension performance for the students with varying levels of initial

vocabulary knowledge, including students with language students on effective

reading skills.

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Conceptual Framework
Factors affecting the reading

Comprehension skills

a) Text Learners Reading

Conceptual framework
b) Attitude Comprehension

c) Environment
Independent variable Dependent variable
d) Motivation

e) Reading preferences

Figure 1. Schematic diagram showing significant relationship between factors

affecting the reading comprehension and learners reading comprehension.

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Definition of terms

The following definition of terms would provide the readers a common

understanding of this study and interpretation to clarify the content.

Reading comprehension – the acts or actions of the student learners that have

reading comprehension of spoken language. It identifies of understanding the words

that they read.

Learning opportunity – it’s a type of various types of educational experience.

Reading enhancement – It develops the readers skills to use clues structure and

context to guess the meaning. It improves the readers skills in understanding the

structure of the text that is been read.

Expository text – provides information on a topic and use various

Academic Performance – achievements that extends by learning outside and

inside the classroom learning.

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CHAPTER II
REVIEW OF RELATED LITERATURE

Reading is the comprehension of written texts. It was mentioned that reading

is made up of two related processes: word recognition and word comprehension.

Word recognition is defined as the process of how written symbols correspond to

spoken language while comprehension is the process of determining the meaning of

words, sentences, and related text (Pang et al., 2003). Moreover, reading is the

activity of understanding printed material, the purpose of reading being to

understand what the author Is trying to express through printed material (Murniasih,

2012).

Reading comprehension is one of the pillars of reading. In addition, reading

comprehension reflects the degree of understanding of a text or message. This

understanding stems from the interaction. Between written words and how they

trigger knowledge outside the text or message. Therefore, reading comprehension is

vital for any individual or student, as it is a complex process that only develops with

practice. Without comprehension, reading simply means following words from left to

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the right on a page and pronouncing them as you go. In other words, the words on

the page have no meaning.

Reading comprehension is the ability to understand written words. It adds

meaning to what is read and it occurs when words on a page are not just mere

words but thoughts and ideas. It makes reading enjoyable, fun, and informative.

Reading comprehension is needed to succeed in school, work, and life in general

(Brandon, 2021). Readers comprehend a text when they are able to communicate

with the text. They are able to draw the information from written text and interpret the

information appropriately. In short, reading comprehension is a kind of interaction

between the readers and the text through written symbol in order to grasp the

information from written text (Ayunisa, 2016).

Reading comprehension can be defined as a thought process in which the

reader becomes aware of an idea, understands the background of their experience,

and interprets it for their own needs and goals. It is the process of combining

information in a passage with prior knowledge to construct meaning. Moreover,

reading comprehension can be defined as a thought process

study of Anantasa (2016) shows that gender differences affect reading

comprehension. Different characteristics of the family and society influence the

reading performance of students. It was found that 25% of boys score high on the

reading comprehension test and 33% of girls on the reading comprehension test,

and these differences are caused by different literary characteristics in their families

and societies. The study also analyzes gender-specific differences in the production

of factual texts. Boys use such discussions in the post-reading strategy, while girls

use writing activities in the post-reading strategy. Girls have a great ability to

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determine the meaning of unfamiliar words, while boys have a great ability to find

specific information in the ext.

An International study of Grade 10 students by Chaka (2015) used three

reading measures, a memory task, a summary, and a comprehension test based on

three English excerpts to assess the participants reading comprehension. Their

study shows that the participants had a low average on the reminder and summary

tasks. Their studies imply that half of the participants did not comprehend the items

well. These participants performed below their maturation reading level. Dewi and

Rakhmawati (2021) mentioned that most of the students are in the poor category

because most of the tenth grade had poor achievement in reading comprehension.

Moreover, in the Philippines, a study entitled Reading comprehension skills

and performance in science by Imam et al (2014) reveals that the students nearly

mastered two reading skills: the main idea and making inferences. It also shows that

the students performed low in the four reading skills, understanding the vocabulary in

context, noting details, predicting outcomes, and drawing conclusions. Hence, the

overall performance of the students in reading comprehension was indexed at a low

mastery level. Additionally, Manuel (2022) cited that Grade 11 Senior High School

students did not excel in integration and evaluation levels of reading comprehension.

Furthermore, a study was conducted by Cabardo (2015) in one of the

performing high schools in Davao City to determine the reading proficiency level of

Year 1 to Year 3 students as the basis for reading the intervention program. Materials

from the Philippine Informal Reading Inventory (Phil IRI) were used to assess

students reading level in years 1-3. The results showed that most of the students

belonged to the level of frustration in reading proficiency in silent reading, while in

the classroom level of oral reading, the majority of male students were less proficient

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in reading both silent and oral reading than the women. Luciano and San Pedro

(2019); Oclarit and Casinillo (2021) have mentioned that the identified problems in

any school is the poor reading comprehension of theStudents using Phil-IRI.

From these previous studies, the researcher found out that the results of their

study show that students are on below average level in terms of their reading

comprehension; thus, the researchers gained inspiration to do the research based

on this topic. The researchers conduct this study to determine the level of reading

comprehension of Grade 12 GAS students and determine if gender is a factor of

students’ comprehension level in Samal Senior High School. The said students are

the fit respondents of this study since they are taking the General Academic Strand;

these students are undecided on what course they would take on. This study would

greatly help them in choosing their future courses. With this study. The researcher

will determine the student’s comprehension level based on their responses. The

outcome of this study will help

Reading comprehension is an essential part of reading that all students have

to guarantee in academic and personal life. However, most students with learning

difficulties have serious problems understanding what they read (Gersten et al.,

2001) even after that Are the necessary decoding skills have acquired and

dominated (Kessler,2009). According to Bourdman (2007), the problems. With

learning difficulties experienced by students with learning difficulties can adopt

different forms, inappropriate use of Background knowledge, lack of word treasure,

lack of reading fluid, limited knowledge of the common text structures, difference and

conclusions. A study conducted by Lazarus (2020) revealed the sociolect-

demographic factors affecting reading comprehension Among students such as

school social environment, type of school, and gender of learners. According to

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American Institutes for Research (2019), the school environment includes all

services, support systems, school policing policies, and related structured Practices

for the benefit of students and staff.

In the same vein, Hart (2007) stated the cognitive factors that affect reading

comprehension are background knowledge, Vocabulary, fluency, active reading, and

critical thinking. He explained that, in an effort to comprehend a text, students rely on

Their background knowledge to link what they already know to the text they are

reading. Students must be able to comprehend a Familiar word and its relationship

with other words within a text, mastering vocabulary includes recognizing a word’s

part of Speech, definition, useful context clues, and how it functions in a sentence

and those vocabulary strategies can help improve Comprehension. As students

become fluent readers, they will spend less trying to decipher the meaning of words

and more time Considering the overall meaning of the sentences so overtime fluent

readers will develop the ability to insight fully respond to a Text. As readers develop,

they will be able to monitor their own reading comprehension. Students can actively

guide their own Reading by targeting comprehension problems as they occur.

Students can troubleshoot comprehension problems by recalling What they read,

asking themselves questions or evaluating the text. Students can actively respond to

a text more efficiently when They possess critical thinking skills. As students read,

they can determine the main idea and supporting details, the sequence of Events

and the overall structure of the text. Having critical thinking skills help to deepen a

student’s comprehension of text, Resulting in a positive experience. Suwanaroa

(2021) also added that reading problems, student’s attitude, family support and

Teaching and learning in classroom are also the factors affecting reading

comprehension. Linguistic and cognitive factors such as Language acquisition,

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reading skills, phonological awareness, morphological awareness, word knowledge

and vocabulary are Some of the factors that negatively affect pupils reading

comprehension (Tanczike, 2017). Skinner (2002) declares that all languages must be

learned by child even the mother tongue which points out that language is a behavior

formed by conditioned Response, therefore it can be learned. Reading skills are

supported by knowledge of words, including orthography, phonology, Morphology

and meaning in which the identification of words is essential for understanding

sentences (Perfetti, 2002)

CHAPTER III
METHODOLOGY

This portion of the study indicates the design, research, instruments,

respondents of the study, data gathering procedure and statistical tool to be use.

Research Design

The researcher used descriptive survey questionnaire to describe the factors

affecting the reading comprehension skills of the students

Respondents of the study

The respondents of the study were the forty (40) selected students of Juniors

High School and Senior High School at Datu Sailila National High School. The total

Random Sampling was used to determine the total number of respondents.

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Locale of the study

This study was conducted to the students of Datu Sailila National High

School. Banaba Datu Abdullah Sangki, Maguindanao del Sur. There were forty (40)

respondents, five (5) respondents came from grade 7 , five (5) respondents come

from grade 8, five (5) respondents come from grade 9, five (5) respondents come

from grade 10, five (5) respondents come from grade 11, five (5) respondents come

from grade 12.

The Research Instrument

To determine the factors affecting the reading comprehension skills of the

students, the researcher used survey questionnaire.

Data Gathering Procedure

The researcher asked a permission from the Principals office to conduct this

study. After his approval the researcher likewise seek the permission of the advisers.

A written permission approved by the school head was secured by the

researcher prior to the administration of the research instrument to the identified

respondents

After doing so, the researcher distributed the questionnaires to the

respondents personally to allow her to gather the needed data. Right after the

respondents filled-up the questionnaire, the same was automatically retrieved.

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After the instruments was retrieved, the data was collated, tallied, analyzed

using the quantitative approaches. The data was presented in table and text after it

was analyzed and interpreted.

Statistical Treatment

In this study, the statistical tools used in the data analysis were Frequency

count and percentage in interpreting the profiles of the respondents. Mean was used

in interpreting the effectiveness factors affecting the reading comprehension skills of

the students in specific grade in Datu Sailila National High School using the four (4)

points scale below.

Scales Mean Description

1 3.50-4.00 Strongly Agree

2 2.50-3.49 Agree

3 1.50-2.49 Disagree

4 1.00-1.49 Strongly Disagree

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CHAPTER IV
RESULTS AND DISCUSSION

This chapter presents the analysis and interpretation of the data gathered at

this study.

Table 1. Socio-demographic profile of students

Frequency Percentage

Age
5%
12 2

15
17.5%
13 7
30%
14 12
12.5%
15 5
12.5%
16 5
2.5%
17 1
12.5%
18 5
5%
19 2
2.5%
20 1

Gender
65%
Female 26
35%
Male 14

Table 1 showed the socio-demographic profile of students in terms of age,

gender, and grade level of student.

Age. Out of forty(40) respondents, 12(30%) of the respondents are 14 years old

followed by 7(17.5%) of the respondents are 13 years old, 5(12.5%) of the

respondents are 15,16, and 18 years old and 2(5%) of the respondents are in every

age of 12 and 19. 1(2.5%) of respondents are 17 and 20 year old. This shows that

most of our respondents are 12 years old.

Gender. In terms of gender, 26 (65%) of the respondents are female and 14(35%)

are male. Most of our respondents are female.

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Table 2. The level of factors affecting the reading comprehension skills of the

students in terms of: text

Indicators Mean Interpretation

1. The complexity of the text affects my comprehension. 2.53 Agree

2. I understand the text better when it’s related to my interests. 2.61 Agree

3. The length of the text affect my focus on reading. 2.50 Agree

4.I find it easier to comprehend a text when it contains image or 2.99 Agree
diagram.

5.The font and layout of the text influence my reading 2.86 Agree
comprehension.

6.I comprehend the text better when it’s written in a language, I’m 2.54 Agree
proficient in.

7.I find it easier to understand a text when it’s written in a familiar 2.61 Agree
context

8.The use of jargon or complex words in the hinder my 2.52 Agree

comprehension.

9.I comprehend the text better when it’s written in a conversation 2.58 Agree
tone.

10.The organization of ideas in the text affects my 2.66 Agree

comprehension.

Weighted Mean 2.64 Agree

Scales Mean Description

3.50-4.00 Strongly Agree
2.50-3.49 Agree
1.50-2.49 Disagree
1.00-1.49 Strongly Disagree

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Table 2 Factors affecting the reading comprehension skills of the students

terms of text has overall mean of 2.64 and interpreted as Agree. This mean that the

user acknowledges and agrees that various factors can influence their text

comprehension. These factors can either positively or negatively affect their

understanding of the text. By recognizing these factors, the user can be more aware

of how they engage with different types of texts and take steps to enhance their

comprehension.

In terms of the factors affecting the reading comprehension of the students in

terms of text, it can be observed on the table that items number 1. The complexity of

the text affects my comprehension. 2. I understand the text better when it’s related to

my interests.3. The length of the text affect my focus on reading. 4.I find it easier to

comprehend a text when it contains image or diagram. 5.The font and layout of the

text influence my reading comprehension. 6.I comprehend the text better when it’s

written in a language I’m proficient in 7. I find it easier to understand a text when it’s

written in a familiar context 8.The use of jargon or complex words in the hinder my

comprehension. 9.I comprehend the text better when it’s written in a conversation

tone.10. The organization of ideas in the text affects my comprehension has a

mean (2.53,2.61,2.50 ,2.99,2.86,2.54, 2.61,2.52, 2.58, 2.66,) and interpreted as

Agree.

Table 3 The level of affecting the reading comprehension skills of the students in

terms of: attitude

Indicators Mean Interpretation

1 My attitude towards reading affects my 2.47 Disagree

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comprehension.

2. I comprehend better when I’m interested in topic 2.71 Agree

3. My comprehension is better when I have a positive 2.67 Agree

attitude towards the subject matter.

4. My attitude towards the author or source of the text 2.30 Disagree

influence my comprehension.

5. I understand the text better when I’m in a good 2.43 Disagree

mood

6. I comprehend the text better when I’m motivated to 2.81 Agree

read.

7. My comprehension is affected by my attitude 2.39 Disagree

towards reading in general.

8. I understand that text better when I’m believe it’s 2.70 Agree
important

9. I comprehend the text better when I’m curious about 2.81 Agree
the topic

10. My comprehension is better when I have a positive 2.16 Disagree

attitude towards reading.

Weighted Mean 2.64 Agree

Scales Mean Description

3.50-4.00 Strongly Agree
2.50-3.49 Agree
1.50-2.49 Disagree
1.00-1.49 Strongly Disagree

Table 3 The level of factors affecting the reading comprehension skills of the

students in terms of: attitude as has overall mean of 2.64 and interpreted as Agree.

This mean that students can easily improve their comprehension with their good

attitude.

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In terms of Factors affecting the reading comprehension skills of the students

in terms of attitude it can be observed on the table that items number 1. My attitude

towards reading affects my comprehension.4. My attitude towards the author or

source of the text influence my in terms of Factors affecting the reading

comprehension skills of the students in terms of. 5. I understand the text better when

I’m in a good mood.7. My comprehension is affected my attitude towards reading in

general 10. comprehension is better when I have a positive attitude towards reading

has a mean of 2.47,2.30,2.43,2.39,2.16 and interpreted as disagree. On the other

hand. 2. I comprehend better when I’m interested in topic 3. My comprehension is

better when I have a positive attitude towards the subject matter.6. I comprehend the

text better when I’m motivated to read.8. I understand that text better when I’m

believe it’s important 9. I comprehend the text better when I’m curious about the

topic. With a mean of 2.71,2.67,2.81,2. And interpreted as Agree.

Table 4 The level of factors affecting the reading comprehension skills of the

students in terms of: Environment

Indicators Mean Interpretation

1. My comprehension is better in a quiet environment. 2.87 Agree

2. I comprehend better when I’m reading in a comfortable 2.73 Agree

physical setting.

3. My comprehension is affected by the lighting in the room. 2.67 Agree

4. I understand the text better when there are no distractions. 2.79 Agree

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5. The temperature of the room affects my reading 2.40 Disagree
comprehension.

6. I comprehend the text better when I’m in a familiar 2.84 Agree

environment.

7. My comprehension is better when I’m reading in a place with 2.41 Disagree

a positive atmosphere.

8. I understand the text better when the environment is 2.13 Disagree

conclusive to reading.

9. My reading comprehension is affected by the noise level in 2.73 Agree

the environment.

10. I comprehend better when the environment supports my 2.76 Agree

learning.

Weighted Mean 2.63 Agree

Scales Mean Description

3.50-4.00 Strongly Agree
2.50-3.49 Agree
1.50-2.49 Disagree
1.00-1.49 Strongly Disagree

Table 4. shows that the level of factors affecting the reading comprehension

skills of the students in terms of: Environment as has overall mean of 2.63 and

interpreted as Agree. That’s mean the students They believe that a quiet

environment, comfortable physical setting, absence of distractions, and positive

atmosphere contribute positively to their comprehension.

In terms of Factors affecting the reading comprehension skills of the students

in terms of: environment it can be observed on the table that items number 1. My

comprehension is better in a quiet environment.2. I comprehend better when I’m

reading in a comfortable physical setting.3. My comprehension is affected by the

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lighting in the room.4. I understand the text better when there are no distractions.6. I

comprehend the text better when I’m in a familiar environment.9. My reading

comprehension is affected by the noise level in the environment.10. I comprehend

better when the environment supports my learning has a mean of

2.87,2.73,2.67,2.79,2.84,2.73,2.76 and interpreted as Agree. On the other indicators

item number 5. The temperature of the room affects my reading comprehension.7.

My comprehension is better when I’m reading in a place with a positive

atmosphere.8. I understand the text better when the environment is conclusive to

reading. With a mean of 2.40,2.41,2.13 and interpreted as disagree.

Table 5. The level of factors affecting the reading comprehension skills of the

students in terms of: motivation

Indicators Mean Interpretation

1. My reading comprehension is better when I’m motivated to 2.60 Agree

learn.

2. I comprehend better when I’m interested in the topic. 2.60 Agree

3.My comprehension is better when I’m motivated by rewards 2.61 Agree

or grades.

4. I understand the text better when I’m self-motivated. 2.74 Agree

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5. My reading comprehension is affected by my desire to 2.40 Disagree
improve my skills.

6. I comprehend better when I have specific goals for reading. 2.60 Agree

7. My comprehension is better when I’m motivated by the 2.76 Agree

relevance of the text to my life.

8. I understand the text better when I’m motivated by the 2.73 Agree
challenge it present.

9. My reading comprehension is affected by the motivation to 2.74 Agree

participate in class discussions

10. I comprehend better when I’m motivated by the enjoyment 2.76 Agree
of reading.

Weighted Mean 2.76 Agree

Scales Mean Description

3.50-4.00 Strongly Agree
2.50-3.49 Agree
1.50-2.49 Disagree
1.00-1.49 Strongly Disagree

Table 5. The level of factors affecting the reading comprehension skills of the

students has overall mean of 2.76 and interpreted as Disagree. This mean that the

students they Also agree that their comprehension is Affected by their motivation to

Participate in class discussions and Their enjoyment of reading. However, they

disagree that their reading Comprehension is affected by their Desire to improve

their skills.

Another indicator such as 1. My reading comprehension is better when I’m

motivated to learn. 2. I comprehend better when I’m interested in the topic. 3. My

comprehension is better when I’m motivated by rewards or grades 4. I understand

the text better when I’m self-motivated. 6. I comprehend better when I have specific

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goals for reading. 7. My comprehension is better when I’m motivated by the

relevance of the text to my life. 8. I understand the text better when I’m motivated by

the challenge It present. 9. My reading comprehension is affected by the motivation

to participate in class discussions 10. I comprehend better when I’m motivated by the

enjoyment of reading has a mean of 2.60,2.60,2.61,2.74,2.60,2.76,2.73,2.74,2.76

and interpreted as agree. While the other indicator 5. My reading comprehension is

affected by my desire to improve my skills with a mean of 2.40 and interpreted as

disagree.

Table 6. The level of factors affecting the reading comprehension skills of the

students in terms of: learning preferences

Indicators Mean Interpretation

1. My reading comprehension is better when the text 2.73 Agree

matches my learning style.

2. I comprehend better when I can interact with the text 2.62 Agree

(highlighting, note-taking, etc.)

3. My comprehension is better when I can discuss the text 2.76 Agree

with others.

4. I understand the text better when I can visualize the 2.61 Agree

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content.

5. My reading comprehension is affected by my preference 2.31 Disagree

for print or digital text.

6. I comprehend better when I can relate the text to my own 2.72 Agree
experiences.

7. My comprehension is better when I can apply what I’ve 2.72 Agree

read

8. I understand the text better when I can review and revise 2.85 Agree
it multiple times

9. My reading comprehension is affected by my preference 2.41 Disagree

for independent or group reading

10. I comprehend better when I connect the text to another 2.90 Agree
thing I’ve learned.

Weighted Mean 2.66 Agree

Scales Mean Description

3.50-4.00 Strongly Agree
2.50-3.49 Agree
1.50-2.49 Disagree
1.00-1.49 Strongly Disagree

Table 6. The level of factors affecting the reading comprehension skills of the

students has overall mean of 2.66 and interpreted as Agree. This mean the students

agree that their learning preferences have a positive impact on their reading

comprehension skills.

Other indicator such as, 1. My reading comprehension is better when the text

matches my learning style. 2. I comprehend better when I can interact with the text

(highlighting, note-taking, etc.) 3. My comprehension is better when I can discuss the

text with others. 4. I understand the text better when I can visualize the content. 6. I

comprehend better when I can relate the text to my own experiences. 7. My

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comprehension is better when I can apply what I’ve read. 8. I understand the text

better when I can review and revise it multiple times has a mean of

2.73,2.63,2.76,2.62,2.72,2.72,2.85 and interpreted as Agree.

While the other indicator number 5. My reading comprehension is affected by my

preference for print or digital text. 9. My reading comprehension is affected by my

preference for independent or group reading. With a mean of 2.41,2.31 and

interpreted as Disagree

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter summarizes the study, draws conclusion, findings and offers

recommendations for future direction.

Summary of the Study

This study aimed to find out the factors affecting the reading comprehension

skills of the students. Specifically, it sought to answer the following questions: (1) To

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what extent is the socio-demographic profile of students in terms of a) age, b)

gender, c) grade level (2) to what extent is the level of factors affecting the reading

comprehension of the students: in terms of: a) text, b) attitude, c) environment, d)

motivation, c) learning preferences

The researchers used descriptive survey. The descriptive survey is a fact

finding study with adequate and accurate interpretation. It is used to collect

demographic data about the people’s behavior, practices, intention, beliefs, attitude,

opinions, judgements, interest, perception and the like and then such data are

analyzed, organized and interpreted (Calderon and Gonzales, 2019). The data being

gathered extensively all about the factors affecting the reading comprehension skills

of the students. This data was taken from survey questionnaire which were made for

further analysis.

The respondents of the study were the grade 7 grade 8 grade 9 grade 10

grade 11 and grade 12 students of Datu Sailila National High School. The study was

conducted in 5 grade 7, 5 grade 8, 5 grade 9, 5 grade 10, 5 grade 11and 5 grade 12

students of Datu Sailila National High School.

Summary of Findings

Based from the statement of the problem posted in the first portion of the

study. The summary of findings was enumerated as follows.

1. On the level of factors affecting the reading comprehension skills of the

students in terms of text the overall mean is 2.64 and interpreted as Agree.

2. On the level of factors affecting the reading comprehension skills of the

students in terms of: attitude total mean is 2.64 and interpreted as Agree.

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3. On the level of factors affecting the reading comprehension skills of the

students in terms of: Environment overall mean is 2.63 and interpreted as

Agree.

4. On the level of factors affecting the reading comprehension skills of the

students in terms of: motivation the overall mean is 2.76 and interpreted as

disagree.

5. On the level of factors affecting the reading comprehension skills of the

students in terms of: learning preferences the overall mean is 2.66 and

interpreted as Agree

Conclusion

Based on the results and finding of the research. It can be conducted that the

Identified factors such as text, attitude, environment, motivation and learning

preferences have affected the reading comprehension skills of the learners.

Considering that the vast majority of respondents are instructional readers. It is

essential that the learners place strong emphasis on these traits in order to improve

their reading comprehension.

Recommendations

On the basis of the summary of findings and conclusion of this study. The

following recommendations are formulated.

1. Students:

 Students must aware to improve their reading comprehension.

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 Students must do engaged in the activities that can help improve their

comprehension. Students must be discuss the complexity contexts with others

to developing and improve their learning understanding.

 Students must avoid to not listening to the teachers while on the middle of the

discussion, you must take notes and concentrate for better understanding.

2. For administrators of the school, they may Conduct programs to motivate

learners in reading and improve their reading skills as

3. Teacher

Teachers may think of other strategies wherein Learners will be motivated to

read. This may mean providing a brief, Simple outline of a reading assignment or an

oral Discussion in advance of a new lesson, to help the Learner pick out the

important information as they Listen or read. This may lead the learners to recall and

obtain existing knowledge and at the same time, Build learners’ background

knowledge. Second, Teach vocabulary explicitly (Vocabulary Development). Focus

on key vocabulary. Ensure That learners can define a word, recognize when to Use

that word, understand multiple meanings, and Decode and spell that word. Then

incorporate new Words into discussions and activities.

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APPENDIX

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SURVEY QUESTIONNAIRE

BIBLIOGRAPHY

https://core.ac.uk/download/pdf/233618755.pdf

https://www.researchgate.net/publication/

376303476_Reading_Comprehension_of_General_Academic_Strand_Senior_High_

School_Students

31
https://www.studocu.com/ph/document/pangasinan-state-university/bsed-english/

factors-affecting-the-reading-skill-of-grade-7-copy/53844999

https://www.studocu.com/ph/document/universidad-de-manila/computer-

programming/affecting-of-reading-comprehension/47807044

https://www.studocu.com/ph/n/17880918?sid=01708496192

http://ijariie.com/AdminUploadPdf/

Factors_Affecting_Reading_Comprehension_among_Grade_5_Pupils_in_Poo_Elem

entary_School_ijariie18224.pdf

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