Quantifying Reading Comprehension Levels among Humanities Students: A Survey Study PDF

Philippine Technological Institute of Science Arts and Trade Quantifying Reading Comprehension Levels among Humanities Students: A Survey Study A High School Thesis Presented to the Faculty of Philippine Technological Institute of Science Arts and Trade – GMA, Cavite In Fulfillment of the Requirement for Senior High School’s Practical Research 2 Justine Ash C. Alfaro Russel James P. Alojado Juan Dominador M. Lojeda Charlene S. Macaraig Abegail Rose D. Motil Franzcine J. Tantoy Jeraline Roquios Adviser “Global Success through Academic Excellence” Philippine Technological Institute of Science Arts and Trade APPROVAL SHEET In fulfillment of the requirements for Practical Research 2, this thesis entitled “Quantifying Reading Comprehension Levels among Humanities Students: A Survey Study” Justine Ash C. Alfaro, Russel James P. Alojado, Juan Dominador M. Lojeda, Charlene S. Macaraig, Abegail Rose D. Motil, and Franczine J. Tantoy are here for approval and acceptance. JERALINE ROQUIOS Adviser Approved in partial fulfillment of the requirement for Senior High School by the Oral Examination Committee. [Name] Chairperson [Name] [Name] Member Member Accepted in partial fulfillment of the requirements for Senior High School. _________________ LEONORA M. GORDON Date School Administrator “Global Success through Academic Excellence” I Philippine Technological Institute of Science Arts and Trade ACKNOWLEDGEMENT We would like to thank several people, for whom without them this thesis would have never been completed. First and foremost, we would like to say than you to our Almighty God for giving us guidance, strength, and inspiration when we are doing this research. To our Parents who is very understanding and supportive, and they gave us motivation that we can accomplish study. For the Teachers who mentor us when doing this study and help us to correct our research paper. We also want to thank you the Respondent for allowing us to survey them and giving their answer honestly during the survey. For the Members of our group we want to thank each other for cooperation and helping to finish this research. Lastly, we want to thank our Research Teacher Ms. Jeraline Roquios for teaching, guidance, and motivating us that we can finish this research paper. “Global Success through Academic Excellence” II Philippine Technological Institute of Science Arts and Trade ABSTRACT Title of Research: Quantifying Reading Comprehension Levels among Humanities Students: A Survey Study Name of Researchers: Justine Ash C. Alfaro Russel James P. Alojado Juan Dominador M. Lojeda Charlene S. Macaraig Abegail Rose D. Motil Franzcine J. Tantoy Track: Academic Track Strand: Humanities And Social Science Adviser: Ms. Jeraline Roquios “Global Success through Academic Excellence” III Philippine Technological Institute of Science Arts and Trade TABLE OF CONTENTS Page APPROVAL SHEET ……………………………………………………………..…. I ACKNOWLEDGEMENT ………………………………………………………… II ABSTRACT …………………………………………………………………………. III LIST OF FIGURES…………………………………………………………………… VI LIST OF TABLES..…………………………………………………………………… VIII LIST OF APPENDICES.…………………………………………………………… VIII THE PROBLEM AND LITERATURE REVIEW ……………………….…………… 1 Introduction ……………...…………………………..………………… 1 Theoretical Framework ….…………………………………………… 5 Conceptual Framework …………………………………..………… 8 Statement of the Problem…………………………………………... 9 Scope and Delimitation ……………………………………………… 10 Significance of the Study …………………………………………… 10 Definition of Terms …………………………………………………….. 11 METHODOLOGY………………………………………………………………… 14 Research Design…..…………………………………………………… 14 Participants of the Study……………………………………………… 15 Research Instrumentation …………………………………………… 17 “Global Success through Academic Excellence” IV Philippine Technological Institute of Science Arts and Trade Data Gathering Procedures………………………………………… 20 Statistical Treatment.……………………………………………….. 21 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ……………. 23 SUMMARY, CONCLUSION AND RECOMMENDATION…………………… 31 REFERENCES…………………………………………….................................... 34 APPENDICES……………………………………………................................... 37 “Global Success through Academic Excellence” V Philippine Technological Institute of Science Arts and Trade LIST OF FIGURES Page Figure 1 …………..……………..………………………………………………...... 8 “Global Success through Academic Excellence” VI Philippine Technological Institute of Science Arts and Trade LIST OF TABLES Page Table 1 …………..……………..……………………………………………....… 17 Table 2 …………..……………..……………………………………………...…. 18 Table 3 …………..……………..……………………………………………...…. 19 Table 4…………..……………..………………………………………………...… 19 Table 5 …………..……………..……………………………………………...…. 23 Table 6 …………..……………..………………………………………………..…. 24 Table 7 …………..……………..………………………………………………..... 24 Table 8 …………..……………..………………………………………………..... 25 Table 9 …………..……………..………………………………………………..... 26 Table 10 …………..……………..……………………………………………..... 27 Table 11…………………………………………………………………………….. 28 Table 12…………………………………………………………………………….. 29 “Global Success through Academic Excellence” VII Philippine Technological Institute of Science Arts and Trade LIST OF APPENDICES Page Letter for Validators ……………………..………………………………………….. 37 Validator Personal Sheet ……………………..…………………………………… 40 Instrument Matrix ………………………..……………………………………….… 49 Questionnaire ……………………………………………………………………….. 50 Population Request ………………………………………………………………… 52 Pilot Testing Result…………………………………………………………………… 54 “Global Success through Academic Excellence” VIII Philippine Technological Institute of Science Arts and Trade CHAPTER I THE PROBLEM AND REVIEW LITERATURE INTRODUCTION Reading comprehension is an important skill for academic success. It involves more than just reading words on a page; it requires understanding the meaning behind the words and using different strategies to make sense of the text. Everyone reads in their own way, influenced by their prior knowledge and learning style. Because of this, teaching reading comprehension needs to be flexible and consider these differences to help students truly understand what they read. Reading comprehension involves not just knowing what words mean, but also being able to think critically about the text. The ability to engage with a text depends on factors like how often a person reads, why they are reading, and how complex the text is. Additionally, the difficulty of the material itself—such as its vocabulary and structure—affects how well a reader can understand it. All of these factors are connected, showing how complex reading comprehension can be. According to Dupree (2019), reading comprehension is crucial for the development of students' reading skills, especially as they move into higher grades. As students advance in school, they are expected to read and understand more difficult texts in different subjects. However, students who struggle with basic reading skills, like sounding out words, often have trouble understanding more complex texts. These students might also become less interested in reading because they can't handle harder material, which can make it even harderSuccess “Global for them to improveAcademic through their reading skills. Excellence” Page 1 Philippine Technological Institute of Science Arts and Trade When assessing reading comprehension, it is important to look beyond just how well students can recall facts from a text. Effective assessments should consider each student's unique needs, including their language skills, reading strategies, and level of engagement with the material. Improving reading comprehension isn’t about finding quick fixes; it involves creating a supportive environment that helps students build vocabulary, learn different reading strategies, and enjoy reading. Teachers play a key role in this by offering clear guidance and creating a classroom environment that encourages students to become confident, skilled readers. A personalized and well- rounded approach is essential to help all students improve their reading comprehension. Factors Contributing to Positive Reading Comprehension Outcomes Thematic analysis of reading comprehension studies highlights several factors that enhance comprehension outcomes. Kendeou et al. (2016, stress the importance of effective assessments and instructional strategies, especially in complex subjects like the humanities, where understanding inferential processes is key. This is supported by the "Quantifying Reading Comprehension Levels among Humanities Students: A Survey Study" which explores how humanities students interpret complex texts. Fergina et al. (2024), demonstrate that extensive reading improves vocabulary, comprehension, and academic performance. Additionally, Vrhovec and Soršak (2024), emphasize the need for individualized teaching, particularly for groups such as boys and non-native Slovene speakers, while Zila and Septiana (2024), show that appropriate reading strategies like skimming and scanning can improve comprehension. Finally, Meliton et “Global Success through Academic Excellence” Page 2 Philippine Technological Institute of Science Arts and Trade al. (2024), underline the importance of reading motivation, frequency, and time management in fostering positive reading habits. Challenges and Barriers to Effective Reading Comprehension Despite these positive factors, several studies identify significant challenges to reading comprehension. Zainurrahman et al. (2024), find that text readability affects both comprehension and reading time, highlighting the need for educators to consider text difficulty in lesson planning. Oakhill et al. (2014), note that reading comprehension develops through vocabulary, word recognition, and inference- making, which require targeted interventions. Other studies, such as those by Shehu (2015), and Chandran and Shah (2019), reveal that limited access to reading materials and language barriers hinder comprehension. Gedik and Akyol (2022), suggest that early environmental reading experiences shape comprehension skills, while Turrutia et al. (2024), advocate for a holistic approach that integrates cognitive, emotional, and motivational factors to improve reading. Comprehensive Approaches to Overcoming Challenges To address the challenges in reading comprehension, various approaches are recommended. Turrutia et al. (2024), propose a comprehensive approach that incorporates cognitive, emotional, and motivational factors. Purwanto et al. (2021), and Erniwati et al. (2023), highlight the complexities of different types of texts, such as listening comprehension and literary appreciation, and call for instructional strategies tailored to these unique challenges. Educators are encouraged to consider these “Global Success through Academic Excellence” Page 3 Philippine Technological Institute of Science Arts and Trade factors when planning lessons to support diverse student needs and improve overall reading comprehension outcomes. SYNTHESIS The study by Turrutia et al. (2024), illustrates how a combination of linguistic, affective, and cognitive factors—such as working memory, vocabulary, intrinsic motivation, and self-efficacy—affects college students’ reading comprehension. Despite efforts to create supportive reading environments in early education, many university students still struggle with comprehension. This suggests a need to enhance teaching methods, taking into account students’ interests and initial competencies. The study advocates for a holistic approach that integrates emotional and cognitive aspects to improve reading comprehension. The study conducted by Purwanto et al. (2021), investigates the barriers and strategies related to listening comprehension among intermediate to upper-intermediate college students. The authors found that intermediate students faced a wider range of barriers, including accents, speech rates, lack of attention, unclear statements, and vocabulary limitations from speakers. In contrast, upper-intermediate students primarily struggled with accented speech and vocabulary. The students employed strategies such as reading, focusing on the speaker, making predictions, and paying attention to keywords to overcome these challenges. The study emphasizes the importance of addressing listening difficulties and provides effective strategies for enhancing comprehension.The study by Erniwati et al. (2023), titled “Reading Comprehension and Literary Appreciation: An Analysis of Students’ Difficulties,” found that students’ low reading comprehension is attributed to “Global Success through Academic Excellence” Page 4 Philippine Technological Institute of Science Arts and Trade the complexities of literary texts. These findings may influence how reading skills are taught in schools. Based on this data, teachers can develop strategies to improve students’ reading comprehension. Qrqez and Rashid (2017), studied the reading difficulties that EFL students face at a university in Jordan. They collected information by giving questionnaires to 200 students at Yarmouk University. The study found that the students were eager to learn English because it was very important for them. However, they struggled with several problems while reading, such as confusing words, difficult vocabulary, and not having enough time to fully understand the text. THEORETICAL FRAMEWORK According to Dole et al. (1991), in the traditional view of reading, novice readers acquire a set of hierarchy ordered sub-skills that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read. In addition, Nunan (1991), reading in this view is basically a matter of decoding a series of written symbols into their aural equivalents in the quest for making sense of the text. He referred to this process as the "bottom view of reading. McCarthy (1999) has called this view "outside" processing, referring to the idea that meaning exists in the printed page and is interpreted by the reader than taken in. This model of reading has almost always been under attack as being insufficient and detective for the main reason that it relies on the formal features of the “Global Success through Academic Excellence” Page 5 Philippine Technological Institute of Science Arts and Trade language, mainly words and structure. In the current field of reading there is very limited application and generalizability of research to the development of study skills (Oslon, 2006; Gross, 2002). The field had many past theories which have since individualized and evolved over the last 40 years (Lass, 1983; Gross, 2004). One of the stage theories that researches have relied on in the past is Anbar's stage theory of reading more over, Anbar goes on to show that there are seven possibly eight stages to reading (Anbar, 1986). The first stage is the awareness of printed words as opposed to pictures. The next stage is the identification of individual letters and the recognition of words by sight alone. The third stage involves practicing the sounds of individual letters, both in isolation and in combination with others. The fourth stage focuses on constructing words by sounding out the individual letters, rather than relying solely on memory of the word as a whole. The fifth stage is active reading, while the sixth stage is the ability to read unfamiliar books with ease. Although Anbar predicted an additional, eighth stage—where students develop a love for reading for personal enjoyment and fulfillment—this was not formally included in the process. Similarly, another emerging area of study is early reading and precociousness, with research indicating that early reading skills offer significant advantages (Mills and Jackson, 1990). This study is supported by Shuying An’s Schema Theory (2013), it explains how readers use prior knowledge to understand text, which is a fact that emphasizes that text meaning is not inherent but constructed by the reader using their existing knowledge. The paper addresses the importance of background knowledge in reading comprehension and aims to demonstrate how schema theory can guide “Global Success through Academic Excellence” Page 6 Philippine Technological Institute of Science Arts and Trade students in comprehending text from a broader perspective. The paper is an overview of the theory of schema including its definition, types of schemata, and activation and instantiation processes. This paper investigates how different kinds of schemata, which include formal, content, cultural, and linguistic schemata, operate in the process of reading comprehension. Although the paper does not indicate any concrete experimental design or findings, examples and case studies are offered to buttress arguments. The paper concludes that schema theory is very important in understanding the interactive nature of reading comprehension and underlines the importance of activating and instantiating relevant schemata in the process of reading in order to facilitate meaning construction. The paper discusses the integral schema teaching model, which underlines the importance of background knowledge in reading instruction, and explores various text types, patterns, and strategies that readers can use in order to enhance their comprehension. The findings presented in this paper have potential implications for teaching reading comprehension strategies with improved reading methods and providing effective instruction while reading. Understanding of schema theory empowers an educator to steer students toward schema activation and incorporation into real-life applications by enhancing their reading competence. “Global Success through Academic Excellence” Page 7 Philippine Technological Institute of Science Arts and Trade CONCEPTUAL FRAMEWORK Figure 1. Conceptual Framework of Grade Level of Reading Comprehension Confidence Quantifying The Reading Comprehension Levels Among Humanities Students: A survey Study INDEPENDENT VARIABLE DEPENDENT VARIABLE READING COMPREHENSION LEVEL “Level of GRADE Confidence in LEVEL Reading Comprehension Skills” Strongly Disagree to Agree This study aims to know if moving from Grade 11 to Grade 12 influences the students' reading comprehension confidence levels. Determination of this relationship would exhibit whether grade progression in an academic year improves students' reading comprehension confidence as affected by factors such as experiences in academics, age, or exposure to more developed reading activities. “Global Success through Academic Excellence” Page 8 Philippine Technological Institute of Science Arts and Trade STATEMENT OF THE PROBLEM The goal of this study is to use a structured survey method to gather numerical data on the various comprehension levels of a diverse group of students in the humanities sector. We are doing this in order to quantify the reading comprehension proficiency of students studying the humanities, with a focus on gauging how well they can understand challenging books. The following Important questions are the focus of this study: 1. What are the socio-demographic profile of the participants? 2. How does the level of confidence in reading comprehension, as measured by the survey responses, differ between Grade 11 and Grade 12 Humanities and Social Sciences students? 3. What is the average comprehension level of Humanities and Social Sciences Students? HYPOTHESIS The null hypothesis (Ho) of the study is expressed as follows: There is no significant relationship between the demographic, behavioral, or academic factors and the reading comprehension levels of humanities students. “Global Success through Academic Excellence” Page 9 Philippine Technological Institute of Science Arts and Trade SCOPE AND DELIMITATION This study will examine the reading comprehension levels of humanities students at the Philippine Technological Institute of Science, Arts, and Trade Central Inc. in General Mariano Alvarez, Cavite, during the 2024 - 2025 academic year. Participants will be selected based on their ability to understand reading materials, which will be assessed through a comprehension test. Students who struggle with reading comprehension may receive help from their peers. SIGNIFICANCE OF THE STUDY The goal of this research study is to evaluate the reading comprehension level of Humanities and social science students at Philippine technological institute of science arts an trade. The results will assist educators in modifying teaching approaches, enhancing the curriculum, and understanding which areas students require assistance in. In the end, it will elevate students' performance, which will result in improved literacy habits for the students in view of future preparation. To the Students, they will gain insight about their strengths and weaknesses a reading, which may affect their academic performance. To the Faculty Members, their teaching may need to be adapted to better help students improve their reading skills. “Global Success through Academic Excellence” Page 10 Philippine Technological Institute of Science Arts and Trade To School Administrators, they can use the results to improve curriculum and resource allocation for programs that focus on reading. To the Future Researchers, they will benefit from expanding knowledge about reading and literacy for higher education. To the Libraries and Reading center, improve the program and resources for students to help them improve their reading skills. To the educational Publisher the results will be a guide to improve the educational materials for humanities students.. DEFINITION OF TERMS Assessing. evaluate or estimate the nature, ability, or quality of. Barriers. something material that blocks or is intended to block passage. Complex texts. are written works that contain intricate ideas, sophisticated vocabulary, and advanced structures, requiring higher-level critical thinking and comprehension skills. These texts often present multiple layers of meaning, nuanced arguments, and a diverse range of perspectives, pushing readers to engage deeply with the material. Confidence. as in assurance great faith in oneself or one's abilities a lifelong confidence that enabled her to achieve great things despite powerful obstacles “Global Success through Academic Excellence” Page 11 Philippine Technological Institute of Science Arts and Trade Cultural Barriers. prevent people from different cultures from effectively communicating and working with each other. Difficulties. the quality or state of being hard to do, deal with, or understand : the quality or state of being difficult. Discourse Barrier. is a lack of knowledge of the rules and norms of communication in a specific discourse and communicative space Gauge. is to measure or test. Grammar Barrier. is a difficulty in understanding a foreign language due to a lack of knowledge of the rules and contexts for using grammatical structures. Knowledge. is information and understanding about a subject which a person has, or which all people have. Psychological Factors. are elements of a person's personality that can affect how they think, feel, and react to situations. Reader. is a person who reads. Reading comprehension. is the ability to process written text, understand its meaning, and to integrate with what the reader already knows. Reading interest. is the tendency to read a particular source or to read in general. It is the desire to read to gain information and ideas. “Global Success through Academic Excellence” Page 12 Philippine Technological Institute of Science Arts and Trade Reading strategies. are the mental operations and techniques that readers use to make sense of what they read. Vocabulary Barrier. is a semantic barrier that occurs when there is a lack of words to communicate effectively. “Global Success through Academic Excellence” Page 13 Philippine Technological Institute of Science Arts and Trade CHAPTER II RESEARCH METHODOLOGY This part explains the research methods used in this study. It includes the research design, how participants were chosen, the tools used to collect data, the process of gathering the data, the methods used to analyze the data, and the moral considerations addressed during the study. RESEARCH DESIGN As stated by Jenkins-Smith et al. (2017), a research design refers to the series of steps used to gather and analyze research data. As stated by Creswell (2014), a descriptive research design is a type of study that outlines the features of a population or phenomenon under investigation. It is mainly employed to gain insights into a group or phenomenon. The aim of this study is to use a descriptive research design to measure the reading comprehension levels of humanities students. By analyzing survey data, the study will identify patterns and trends to help improve reading comprehension strategies. “Global Success through Academic Excellence” Page 14 Philippine Technological Institute of Science Arts and Trade PARTICIPANTS OF THE STUDY This research will focused on the Reading Comprehension Level's of the Seniors High School Students at the academic track of Humanities and Social Science program in the Philippine Technological Institute of Science Arts and Trade - Central Inc.- General Mariano Alvarez, Cavite. This includes the students from the following grade level: Grade 11 Humanities Students Grade 12 Humanities Students To ensure the the sample accurately reflect the student body, participants will be chosen based on the following criteria: They must be currently enrolled for the academic year 2023 - 2024. They must be grade 11 and grade 12 Humanities and Social Science students at Philippine Technological Institute of Science Arts and Trade - Central - Inc. General Mariano Alvarez - Cavite. To identify the sample size of this study, the formula Solvin's will be used. This type of formula will determine statistically the sample size for a research survey (Romer Castillo, 2016). This formula will describe below: “Global Success through Academic Excellence” Page 15 Philippine Technological Institute of Science Arts and Trade Where: n= sample size N= population size e= error level SOLUTION N= 500 e= 5% n= 500/1+500(0.05)^2 n= 500/1+500*0.0025 n= 500/1+1.2225 n= 500/2.25 n= 222.22 In choosing participants, Simple random sampling is a widely used method in scientific research. It is typically chosen for populations that are highly homogeneous, where participants are randomly selected to take part in the study (Bhardwaj, 2019). Based on the computation, the distribution of the population and sample size are shown below: “Global Success through Academic Excellence” Page 16 Philippine Technological Institute of Science Arts and Trade Table 1: distribution of population and sample size. Population Size Sample Size Per Cent 500 222 44.4% Table 1 show that from the total population of 500 Students from Humanities and Social Science, a sample size of 222 was selected. The percentage of the population that this sample represents is calculated to be 43.87%. RESEARCH INSTRUMENTATION The survey questionnaire that will be used in this study is divided into one major part. The questionnaire has a 30-item Likert scale question that will measure the Reading Comprehension Level of g11 and g12 students from Humanities and Social Science. This portion of the questionnaire is adapted from the study of Tambis et al. (2023). This set of questionnaires has a 4-point Likert scale and divided into 8 sub- variables: Vocabulary Barriers, Grammar Barriers, Discourse Barriers, Cultural Background Barriers, Psychological Factors, Reading Habit Factors, Reading Interest Factor, and Reading Strategies Factor. Respondents will answer questions with choices with corresponding numerical scores. The first scale is labeled as “Strongly Disagree” which has a value of 1. The second is “Disagree” and scored 2. The third scale which has a value of 3 is labeled as “Agree”. “Global Success The score value through 4 is labeled as “Strongly Agree”. Academic Excellence” Page 17 Philippine Technological Institute of Science Arts and Trade For the scoring of this questionnaire that will measure the Reading Comprehension Level of g11 and g12 students from Humanities and Social Science, the computed sum of all scores will be divided by the total number of items, 30. To get the verbal interpretation of the computed average, the following interpretation for every scale will be used: Table 2: Scoring/Interpretation for Assessment of Reading Comprehension questionnaire Average Score Verbal Interpretation 1.00 – 1.75 Strongly Disagree 1.76 – 2.50 Disagree 2.51 – 3.25 Agree 3.26 – 4.00 Strongly Agree Before using these questionnaire, the researchers have tested their validity and reliability coefficient. For validity testing, questionnaires have been validated by 3-5 experts in the field of Humanities and Social Science, Statistics, and Grammar. Their responses have determined the content validity of the instrument. The following results are shown below: “Global Success through Academic Excellence” Page 18 Philippine Technological Institute of Science Arts and Trade Table 3: Validity result of Assessment of Reading Comprehension questionnaire Criteria of Validation Mean Verbal Interpretation Format and Design 3.00 Suitable Content 3.00 Suitable Clarity 3.00 Suitable Usefulness 3.00 Suitable Average 3.00 Suitable The assessment of reading comprehension questionnaire shows a consistent ratings, where “Format and Design”, “Content”, “Clarity” and “Usefulness” are all considered suitable with score 3.00. On average, the questionnaire is deemed suitable with a mean score of 3.00. For reliability testing, a pilot test has been done on 30 grade 11 and 12 Humanities and Social Science strand outside the study’s locale. This pilot testing will determine the internal consistency of each item of the questionnaire through the result of the McDonald omega test which are shown below: Table 4: Reliability result of Assessment of Reading Comprehension questionnaire Variable omega Interpretation Assessment of Reading 0.917 Reliable Comprehension Table 4 outlines the reliability results for the educational questionnaire, each gauging different facets of educational “Global proficiency. Success through The Assessment of Reading Academic Excellence” Page 19 Philippine Technological Institute of Science Arts and Trade Comprehension questionnaire boasts a McDonald’s omega coefficient of 0.917 marking it as reliable. These tests will strengthen the data integrity and reliability which are paramount in this study, and will lead to have measures that will have been meticulously undertaken to ensure that the data collection tools remain free from biases. DATA GATHERING PROCEDURE The first step was to find a ready-to-use questionnaire that had already been validated and was relevant to the research topic. The researchers ensured that the questionnaire was suitable for the study’s objectives. Next, they identified validators who would review and confirm whether the questionnaire was aligned with the study’s title and research goals. Once the questionnaire was validated, the researchers conducted a feasibility experiment using Google Forms, involving 30 participants for reliability testing through Jamovi. The researchers obtained permission to conduct the study and recruit participants from the school registrar, ensuring all ethical guidelines were followed. To ensure a representative sample, the researchers used simple random sampling, selecting participants randomly from different levels and sections. Surveys were conducted in classrooms, and attendance was checked to ensure all “Global Success through Academic Excellence” Page 20 Philippine Technological Institute of Science Arts and Trade participants were accounted for. The researchers also made sure that confidentiality was maintained throughout the process. After the questionnaires were completed, the research team performed error checks on the data to ensure its accuracy. Once the participants had finished, the researchers expressed their gratitude, collected the completed questionnaires, and organized the data for analysis. The data was then analyzed based on the Grade 11 and 12 HUMSS strands. Finally, the research findings were summarized, interpreted, and presented to identify patterns and trends in reading comprehension levels among Humanities and Social Sciences students, comparing Grade 11 and Grade 12 responses. The results of the analysis were organized into tables and graphs to provide clear insights into the research question, supporting conclusions and recommendations. STATISTICAL TREATMENT  n x Mean  i 1 n Where: x i = Individual data points “Global Success through Academic Excellence” Page 21 Philippine Technological Institute of Science Arts and Trade n = Total number of data points The analysis of the data for students in Grades 11 and 12 utilized descriptive statistics, including the mean, median, standard deviation, range, minimum, and maximum. These statistical measures were employed to evaluate the reading comprehension levels of the students. The median indicated the typical comprehension level, while the mean represented the overall average response. The standard deviation highlighted the variability in the students' responses. The findings revealed that a majority of students demonstrated lower levels of comprehension, with many responses categorized as "Disagree" or "Strongly Disagree." These results underscore the need for targeted interventions to address the specific needs of humanities students and enhance their reading skills. “Global Success through Academic Excellence” Page 22 Philippine Technological Institute of Science Arts and Trade CHAPTER III PRESENTATION, ANALSIS, AND INTERPRETATION OF DATA In this chapter, research questions were answered by presentation, analysis and interpretation of data. Research Question no. 1: What is the socio-demographic profile of the participants in terms of the following: 1.1 Grade Level Table 3.1 Frequency Distribution of Socio-demographic Profile of the Participants in terms of Grade Level Grade Level Frequency Percent Grade 11 112 50.45% Grade 12 110 49.55% Total 222 100.0% Table 3.1 presented the respondents’ demographic profile in terms of their grade level It revealed that grade 11 has the highest frequency with 112 respondents and represents 50.45% of the data while grade 12 got the lowest frequency of 110 which 49.55% represents the remaining “Global Success through Academic Excellence” Page 23 Philippine Technological Institute of Science Arts and Trade 1.2 Gender Table 3.2 Frequency Distribution of Socio-demographic Profile of the Participants in terms of Gender Gender Frequency Percent Female 118 53.15% Male 104 46.85% Total 222 100% The table 3.2 shows the gender distribution of the participants in the study. Of the 222 total participants, 118 are female, making up 53.15% of the group, and 104 are male, making up 46.85%. The total percentage adds up to 100%, indicating that all participants are accounted for. 1.3 Age Table 3.3 Age Frequency Percent 15 33 14.86% 16 81 36.49% 17 55 24.77% “Global Success through Academic Excellence” Page 24 Philippine Technological Institute of Science Arts and Trade 18 35 15.76% 19 12 5.41% 20 6 2.71% Total 222 100% Frequency Distribution of Socio-demographic Profile of the Participants in terms of Table 1.3 shows the age distribution of the participants in the study. The largest group is made up of 16-year-olds, who represent 36.49% of the total sample, followed by 17-year-olds at 24.77%. Participants aged 15 make up 14.86%, while those who are 18 account for 15.76%, and there are fewer participants in the older age groups, with 5.41% aged 19 and 2.71% aged 20. In total, there are 222 participants, and the percentages add up to 100%, meaning all age groups are represented. This table gives a clear overview of the age distribution among the participants in the study. Research Question no. 2: How does the level of confidence in reading comprehension, as measured by the survey responses, differ between Grade 11 and Grade 12 Humanities and Social Sciences students? Table 3.4 a Grade 11 Response Frequency Distribution of Participants’ Reading Comprehension Levels Response Category Number of % for grade 11 “Global Success through Academic Excellence” Page 25 Philippine Technological Institute of Science Arts and Trade Respondents Strongly Disagree 68 60.7% Disagree 35 31.3% Agree 9 8.0% Strongly Agree 7 6.3% Total 112 100% This table shows how Grade 11 students responded to the survey. Most Grade 11 students felt less confident about their reading comprehension, with 60.7% saying they strongly disagree and 31.3% saying they disagree. Table 3.4 b Grade 12 Response Frequency Distribution of Participants’ Reading Comprehension Levels Number of % for grade Response Category Respondents 12 Strongly Disagree 27 24.5% Disagree 40 36.4% Agree 8 7.3% Strongly Agree 35 31.8% Total 110 100% “Global Success through Academic Excellence” Page 26 Philippine Technological Institute of Science Arts and Trade This table shows the responses of Grade 12 students. Most Grade 12 students showed higher confidence, with 31.8% saying strongly agree and 36.4% saying disagree. Research Question no. 3: What is the average comprehension level of Humanities and Social Sciences Students? Table 3.5 Frequency Distribution of Grade Levels Average Across Reading Comprehension Level of Humanities and Social Sciences Students Total Average Weighted Grade Level Respondents Comprehension Score (n) Level Grade 11 112 193 1.72 Grade 12 110 271 2.46 Total 222 464 2.09 The table shows how confident Grade 11 and Grade 12 students are in their reading comprehension. Grade 11 students have an average score of 1.72, which means most of them feel less confident. Grade 12 students have a higher average of 2.46, showing they feel more confident. When we combine the scores of both grades, the overall average is 2.09. This means most students feel somewhere between not “Global Success through Academic Excellence” Page 27 Philippine Technological Institute of Science Arts and Trade confident and a bit confident in their reading comprehension, with Grade 12 pulling the average higher because they are more confident. Table 3.6 Grade 11 Descriptive 1 2 3 4 5 6 7 8 N 112 112 112 112 112 112 112 11 Missing 2 2 2 2 2 2 2 2 Mean 1.47 1.45 1.57 1.50 1.55 1.53 1.59 1.72 Median 1.00 1.00 1.00 1.00 1.00 1.00 1.00 2.00 Standard 0.643 O.669 0.791 0.759 0.781 0.805 0.778 0.819 deviations Minimum 1 1 1 1 1 1 1 1 Maximum 4 4 4 4 4 4 4 4 The data shows reading comprehension levels of Humanities students based on 112 responses to the survey where two responses are missing from each observation. The mean scores range from 1.45 to 1.72, with a slight positive trend, and one of the averages observed is 1.47. In most cases, the median is 1.00 , except in the last observation where it skip to 2.00 to show a change in the levels of comprehension. The standard deviation is between 0.643 to 0.819, indicating different student performances. The lowest score was 1 while the maximum varied, thus indicating the varying levels of reading comprehension among the students. “Global Success through Academic Excellence” Page 28 Philippine Technological Institute of Science Arts and Trade Table 3.7 Grade 12 Descriptives 1 2 3 4 5 6 7 8 N 110 110 110 110 110 110 110 110 Missing 2 2 2 2 2 2 2 2 Mean 2.22 2.39 2.35 2.31 2.56 2.43 2.52 2.59 Median 2.00 2.00 2.00 2.00 2.50 2.00 2.00 3.00 Standard 0.902 O.987 0.952 0.906 0.904 0.933 0.936 0.902 deviations Minimum 1 1 1 1 1 1 1 1 Maximum 4 4 4 4 4 4 4 4 The table shows the results of the reading comprehension survey from 110 students. The sample size is consistent across all survey items, with 2 missing responses for each question. The average scores (means) range from 2.22 to 2.59, which shows the general reading comprehension levels of the students for each question. The middle values (medians) are mostly 2.00, except for the fifth question, which has a median of 2.50, and the last question, which has a median of 3.00. This tells us that most students' responses are similar, but there are slight differences for some questions. The standard deviation values range from 0.902 to 0.987, which shows how spread out the responses are. A lower standard deviation means that students' answers are more similar to each other, while a higher value means greater variety in responses. The “Global Success through Academic Excellence” Page 29 Philippine Technological Institute of Science Arts and Trade minimum score recorded is 1, and the maximum score is 4. This gives an idea of the overall variation in students' reading comprehension levels. “Global Success through Academic Excellence” Page 30 Philippine Technological Institute of Science Arts and Trade CHAPTER IV SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS In this chapter, the researchers discussed the findings of this study, conclusions from each finding and the recommendations for the significance of the study. FINDINGS The following are the findings of the study: 1. The summary of findings related to the respondents' demographic profile in terms of their grade level reveals that Grade 11 has the highest frequency, with 112 respondents, representing 1.72% of the total data. In contrast, Grade 12 has the lowest frequency, with 110 respondents, accounting for the remaining 2.46% 2. Grade 11 students had low confidence in their reading comprehension, and 60.7% disagreed and 31.3% did not agree, while Grade 12 students showed higher confidence with 31.8% of them strongly agreeing with their reading abilities. 3. The summary of findings shows that Grade 11 students tend to feel less confident about their reading ¹, with higher percentages in the Strongly Disagree (60.7%) and Disagree (31.3%) categories. In contrast, Grade 12 students report more Agree (7.3%) and Strongly Agree (31.8%) responses, indicating higher confidence in their reading comprehension skills. These results suggest that, overall, Grade 12 students have better reading comprehension levels than Grade 11 students. “Global Success through Academic Excellence” Page 31 Philippine Technological Institute of Science Arts and Trade CONCLUSION The following are the conclusion of the study: 1. Demographic Profile: Grade 12 has the lowest share of 110 alone achieves 2.46%, while Grade 11 has the highest share with 112 students constituting 1.72% of all. 2. The data suggests that Grade 11 students need support in reading comprehension skills, particularly in building confidence. Such approaches may include targeted reading strategies, vocabulary development activities, and opportunities for practice and feedback. 3. Comparison:Grade 11 students have much lower confidence in reading comprehension ability than do the Grade 12 students, who also score much better self-assessed skills, as indicated by a higher percentage of positive responses. RECOMMENDATION Schools act as institutions that give way to the shaping of society through the skills obtained from students. From the research, it has indicated that Grade 12 in Humanities and Social Sciences exhibits confidence while reading compared to Grade 11 in the same category, who tend to hold very low self-assessments about their reading capabilities. Following this, Grade 11 students would be focused on further support and activities to enhance reading comprehension skills that will make them and others “Global Success through Academic Excellence” Page 32 Philippine Technological Institute of Science Arts and Trade inspired. Grade 12 students must continue strengthening their skills while teaching Grade 11 students and thereby inspiring a positive learning environment. In providing opportunities and peer mentoring for the students, institutions need to design programs for improvement in reading comprehension on both grade levels through feedback. Future researcher: A possible extension for future research studies may include assessing reading comprehension, efficacy of peer mentoring, and relationships of self-perception to academic achievement in reading comprehension. “Global Success through Academic Excellence” Page 33 Philippine Technological Institute of Science Arts and Trade REFERENCES Chandran, Y., & Shah, P. (2019). Identifying learners’ difficulties in ESL reading comprehension. *Creative Education, 10*(12), 3372–3384. https://doi.org/10.4236/ce.2019.1013259 Erniwati, E., Sudarkam, M., & Maghfira, M. (2023). Reading comprehension and literary appreciation: An analysis of students' difficulties. https://doi.org/10.26858/interference.v4i2.51863 Fergina, A., Ghazy, A., Prancisca, S., Aminah, S., & Ananda, E. (2024). Enhancing reading comprehension through extensive reading. *Journal of English Education Program, 5*(2). https://doi.org/10.26418/jeep.v5i2.71717 Gediki, O., & Niğde, O. (2022). Reading difficulty and development of fluent reading skills: An action research. *International Journal of Progressive Education, 18*(1). https://doi.org/10.29329/ijpe.2022.426.2 Gilakjani, A. P., & Sabouri, N. B. (2016). A study of factors affecting EFL learners’ reading comprehension skill and strategies for improvement. *International Journal of English Linguistics, 6*(5), 180. https://doi.org/10.5539/ijel.v6n5p180 Kendeou, P., McMaster, K. L., & Christ, T. J. (2016). Reading comprehension. *Policy Insights From the Behavioral and Brain Sciences, 3*(1), 62–69. https://doi.org/10.1177/2372732215624707 “Global Success through Academic Excellence” Page 34 Philippine Technological Institute of Science Arts and Trade Meliton, S. D., Braga, N. P., Culob, S. L., Intise, A. B., Largo, C. M. O., Neri, M. K. L., Nobleza, R. A. G. Q., Polestico, B. A., Polinar, J. A., Sumicad, A. J. A., Villanueva, M. J. R., Clamares, K. J. M., & Pelandas, A. M. O. (2024). A quantitative study between reading habits and reading comprehension of grade 11 students. *International Journal of Research and Innovation in Social Science, 8*(4), 3048–3056. https://doi.org/10.47772/ijriss.2024.804284 Oakhill, J., Cain, K., & Elbro, C. (2014). Understanding and teaching reading comprehension. Routledge. https://doi.org/10.4324/9781315756042 Purwanto, D., Fadhly, F. Z., & Rahmatunisa, W. (2021). Listening comprehension study: Difficulties and strategies used by college students. *Indonesian Journal of Learning and Instruction, 4*(1), 55–62. https://doi.org/10.25134/ijli.v4i1.4345 Qrqez, M., & Rashid, R. (2017). Reading Comprehension Difficulties among EFL Learners: The Case of First and Second -Year Students at Yarmouk University in Jordan. Arab World English Journal, 8(3), 421–431. https://doi.org/10.24093/awej/vol8no3.27 Roehler, P. G., L. R., & Pearson, P. D. (1991). Moving from the old to the new: Research on reading comprehension instruction. *Review of Educational Research, 61*(1), 49–70. https://doi.org/10.3102/00346543161001049 Turrutia, M., Mariángel, S., Pino, E. J., Guevara, P., Torres-Ocampo, K., Troncoso- Seguel, M., Bustos, C., & Marrero, H. (2024). Impact of affective and cognitive variables on university student reading comprehension. *Education Sciences, 14*(6), 554. https://doi.org/10.3390/educsci14060554 “Global Success through Academic Excellence” Page 35 Philippine Technological Institute of Science Arts and Trade Vrhovec, A. R., & Soršak, L. G. (2024). Students’ vocabulary and reading comprehension. *European Journal of Educational Research, 13*(4), 1665–1678. https://doi.org/10.12973/eu-jer.13.4.1665 Zainurrahman, Z., Yusuf, F. N., & Sukyadi, D. (2024). Text readability: Its impact on reading comprehension and reading time. *Journal of Education and Learning (EduLearn), 18*(4), 1422–1432. https://doi.org/10.11591/edulearn.v18i4.21724 Zila, N. F. A., & Septiana, N. A. R. (2024). Student’s reading comprehension as related to strategies used in reading. *Jurnal Arjuna Publikasi Ilmu Pendidikan Bahasa dan Matematika, 2*(4), 220–228. https://doi.org/10.61132/arjuna.v2i4.1107 “Global Success through Academic Excellence” Page 36 Philippine Technological Institute of Science Arts and Trade APPENDICES Appendix A. “Global Success through Academic Excellence” Page 37 Philippine Technological Institute of Science Arts and Trade “Global Success through Academic Excellence” Page 38 Philippine Technological Institute of Science Arts and Trade “Global Success through Academic Excellence” Page 39 Philippine Technological Institute of Science Arts and Trade Appendix B “Global Success through Academic Excellence” Page 40 Philippine Technological Institute of Science Arts and Trade “Global Success through Academic Excellence” Page 41 Philippine Technological Institute of Science Arts and Trade “Global Success through Academic Excellence” Page 42 Philippine Technological Institute of Science Arts and Trade “Global Success through Academic Excellence” Page 43 Philippine Technological Institute of Science Arts and Trade “Global Success through Academic Excellence” Page 44 Philippine Technological Institute of Science Arts and Trade “Global Success through Academic Excellence” Page 45 Philippine Technological Institute of Science Arts and Trade “Global Success through Academic Excellence” Page 46 Philippine Technological Institute of Science Arts and Trade “Global Success through Academic Excellence” Page 47 Philippine Technological Institute of Science Arts and Trade “Global Success through Academic Excellence” Page 48 Philippine Technological Institute of Science Arts and Trade Appendix C “Global Success through Academic Excellence” Page 49 Philippine Technological Institute of Science Arts and Trade Appendix D “Global Success through Academic Excellence” Page 50 Philippine Technological Institute of Science Arts and Trade “Global Success through Academic Excellence” Page 51 Philippine Technological Institute of Science Arts and Trade Appendix E “Global Success through Academic Excellence” Page 52 Philippine Technological Institute of Science Arts and Trade “Global Success through Academic Excellence” Page 53 Philippine Technological Institute of Science Arts and Trade Appendix F “Global Success through Academic Excellence” Page 54 Philippine Technological Institute of Science Arts and Trade Curriculumn Vitae “Global Success through Academic Excellence” Page 55 Philippine Technological Institute of Science Arts and Trade “Global Success through Academic Excellence” Page 56 Philippine Technological Institute of Science Arts and Trade “Global Success through Academic Excellence” Page 57 Philippine Technological Institute of Science Arts and Trade “Global Success through Academic Excellence” Page 58 Philippine Technological Institute of Science Arts and Trade “Global Success through Academic Excellence” Page 59 Philippine Technological Institute of Science Arts and Trade “Global Success through Academic Excellence” Page 60 Philippine Technological Institute of Science Arts and Trade “Global Success through Academic Excellence” Page 61

Quantifying Reading Comprehension Levels among Humanities Students: A Survey Study PDF

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