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

**"Quantifying Reading Comprehension Levels among Humanities Students: A Survey Study"** A Senior 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 Researc...

**"Quantifying Reading Comprehension Levels among Humanities Students: A Survey Study"** A Senior 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 **Alfaro, Justine Ash C.** **Alojado, Russel James P.** **Lojeda, Juan Dominador M.** **Macaraig, Charlene S.** **Motil, Abegail Rose D.** **Tantoy, Franzcine J.** **Jeraline Roquios** Adviser **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 harder for them to improve their reading skills. 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 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 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 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. **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 common factors affecting comprehension level among Senior High School Humanities and Social Sciences Students? 2. What is the average comprehension level of Humanities and Social Sciences Students? 3. How do reading comprehension level vary among Humanities and Social Sciences students across different grade levels (e.g., Grade 11, Grade 12)? **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 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)**. **CONCEPTUAL FRAMEWORK** ***Figure 1.** Conceptual Framework* This framework explains how different factors affect a student\'s ability to understand what they read. These include personal factors like age, gender, and language skills, as well as study habits, such as how much time they spend reading. A student\'s past education, including their previous performance, also plays a role. Reading comprehension, or how well they understand and remember what they read, is influenced by all these factors. Other influences, like a student's motivation, the strategies they use (e.g., taking notes), and the type of reading material (textbooks or novels), also impact comprehension. Additionally, the learning environment, including resources available and the classroom setting, plays a role. All of these factors work together to shape how well students understand and retain what they read. **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. To **School Administrators,** they can use the results to improve curriculum and resource allocation for programs that focus on reading. To the educational **Researchers,** they will benefit from expanding knowledge about reading and literacy for higher education. To the **Parents** and **Guardians,** they will better understand their child\'s progress in reading and they can show their support to their children. 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** **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. **Difficulties.** the quality or state of being hard to do, deal with, or understand : the quality or state of being difficult. **Knowledge.** is information and understanding about a subject which a person has, or which all people have. **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. **CHAPTER II** **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. **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: Where: **n**= sample size **N**= population size **e**= error level 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: *Table 1: distribution of population and sample size.* ------------------------------------------ **Population Size Sample Size Per Cent** 506 222 43.87% ------------------------------------------ Table 1 show that from the total population of 506 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%. **INSTRUMENTATION** he 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". The score value 4 is labeled as "Strongly Agree". 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: *Table 3: Validity result of* Assessment of Reading Comprehension *questionnaire* +-----------------------+-----------------------+-----------------------+ | **Criteria of | **Mean** | **Verbal | | Validation** | | 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 Comprehension** 0.917 **Reliable** ----------------------------------------- ----------- -------------------- Table 4 outlines the reliability results for the educational questionnaire, each gauging different facets of educational proficiency. The Assessment of Reading 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 PROCEDURES** 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 stratified random sampling, selecting participants from different levels and different sections. Surveys were conducted in classrooms, and attendance was checked to ensure all 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. **CHAPTER III** **Presentation, Analysis 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. **Table 3.1** ***Frequency Distribution of Socio-demographic Profile of the Participants in terms of Grade Level*** ----------------- -- -- **Grade Level** Grade 11 Grade 12 ----------------- -- -- Table 3.1 presented the respondents' demographic profile in terms of their grade level It revealed that grade 11 has the highest frequency with 124 respondents and represents 55.86% of the data while grade 12 got the lowest frequency of 98 which represents the remaining 14.14%. **Research Question no. 2**: What is the average comprehension level of Humanities and Social Sciences Students? **Table 3.9** ***Frequency Distribution of Participants' Levels of reading comprehension levels. School*** -- -- -- -- -- -- The table above presented the participants' that there are 80 respondents who are Strongly Disagree and it represents 36.0% of the data. 74 respondents who are Disagree which represent 33.3%. 58. 58 respondents have Agree of reading comprehension and they represent 26.1% of the data. The remaining 10 respondents or the 4.5% shows Strongly Agree of reading comprehension levels. It implies that majority of respondents has Strongly Disagree in reading comprehension levels. **Research Question no. 3:** How do Reading comprehension levels among Humanities And Social Sciences students tend to vary across grade levels (e.g.,Grade 11 vs. Grade 12)? **Table 3.10** ***Frequency Distribution of Socio-demographic Profile of the Participants in terms of Grade Level*** ----------------- -- -- **Grade Level** Grade 11 Grade 12 ----------------- -- -- Table 3.10 presented the table indicates a preponderance of participants taking Grade 11 at 55.86%, in contrast to 44.14% taking Grade 12. This means that discrepancies in reading comprehension between the two grade levels could be due to the larger number of the students of Grade 11 in the study. **Research Question no. 4**: Is there a significant relationship between participants' level of self-assessment for school acquired skills and competencies and their level retrospective evaluation towards bachelor of science in aeronautical engineering in PHILSCA? **Table 3.11** -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- The chi-square test result showed that there is significant relationship between participants' level of self-assessment for school acquired skills and competencies and their level retrospective evaluation towards bachelor of science in aeronautical engineering in **PHILSCA (X^2^=62.425, p\