Questionnaire

I. Instruction: Below is a list of strategies to develop the critical reading skills of the
freshmen college students of BEED.

On the first column, please check what strategies you are using to help students
develop their critical reading skills. Then, beside it rate the strategies with the frequency
of use. Please use the scale below as your guide.
Scale Descriptive Definition
Equivalent
5 Mostly used (MU) The teacher consistently employ the strategy
to develop students’ critical reading skills.
4 Frequently used (FU) The teacher often employ the strategy to
develop students’ critical reading skills.
3 Moderately used The teacher fairly employ the strategy to
(MU) develop students’ critical reading skills.
2 Slightly used (SU) The teacher employ a little bit of the strategy
to develop students’ critical reading skills.
1 Never used (NU) The teacher do not employ the strategy to
develop students’ critical reading skills.

Strategies Used to develop Critical Check 5 4 3 2 1

reading skills the (MU) (FU (MU) (SU) (NU)
strategie )
s used
1. Ask students to previewing. (Getting an
overview of text structure, text cues,
pictures and personal experiences prior to
reading a text)
2. Use skimming technique (finding the
thesis)
3. Ask students to look for clues in the
text, think about what those clues trigger
in prior knowledge and make a prediction.
4. Ask students to monitor for
understanding by checking to see if the
text makes sense.
5. Ask students to write a paragraph or
more that presents the main idea in their
own words.
6. Restate and clarify the meaning of a
few sentences from the text.
7. Ask students to combine ideas and
information selected from different texts.
8. Ask students to write questions for
every paragraph of texts.
9. Invite students to abstract from their
observations, to think about the
implication of their ideas, and to generate
these ideas across a range of specific
contexts.
10. Use writing assignments with specific
tasks or goals focusing on a particular
kind of thinking or reflection.
11. The teacher introduces tasks and ask
students to question what they read or
listen to.
12. The teacher encourages students to
investigate deeper meanings and identify
assumptions and weaknesses.
13. The teacher asks students to
reconsider and respond to the statements
that emerge from their classroom.
14. The teacher encourages students to
solve a problem.
15. The teacher includes activities that
foster collaborative learning.
16. The teacher provides topics and
enough time for students to discuss.
17. The teacher gives students the
opportunity to create their materials
themselves.
18. The teacher introduces the goals and
objectives of the lesson clearly.
19. The teacher gives students the
opportunity to reflect on the topics.
20. The teacher provides feedback and
allows students to reflect on their self-
understanding and development.

II. Please check the following strategies of your teacher in developing your critical
reading skills on how effective these strategies used by your teachers in developing
critical reading skills in making you understand the texts you are reading. Please use
the scale below as your guide.

Scale Descriptive Equivalent Definition

5 Highly Effective (HE) The strategy used by the teacher had
a significant implication in developing
the critical reading skills of students.
4 Effective ( E) The strategy used by the teacher had
an implication in developing the
critical reading skills of students.
3 Moderately Effective (ME) The strategy used by the teacher had
somewhat implication in developing
the critical reading skills of students.
2 Less Effective (LE) The strategy used by the teacher had
not much implication in developing
the critical reading skills of students.
1 Ineffective (IE) The strategy used by the teacher had
no significant implication in
developing the critical reading skills
of students.

Strategies Used to develop Critical Reading Check 5 4 3 2 1

Skills strategies (HE ( E) (ME) (LE (IE)
used ) )
1. Ask students to previewing. (Getting an
overview of text structure, text cues, pictures
and personal experiences prior to reading a
text)
2. Use skimming technique (finding the
thesis)
3. Ask students to look for clues in the text,
think about what those clues trigger in prior
knowledge and make a prediction.
4. Ask students to monitor for understanding
by checking to see if the text makes sense.
5. Ask students to write a paragraph or more
that presents the main idea in their own
words.
6. Restate and clarify the meaning of a few
sentences from the text.
7. Ask students to combine ideas and
information selected from different texts.
8. Ask students to write questions for every
paragraph of texts.
9. Invite students to abstract from their
observations, to think about the implication
of their ideas, and to generate these ideas
across a range of specific contexts.
10. Use writing assignments with specific
tasks or goals focusing on a particular kind
of thinking or reflection.
11. The teacher introduces tasks and ask
students to question what they read or listen
to.
12. The teacher encourages students to
investigate deeper meanings and identify
assumptions and weaknesses.
13. The teacher asks students to reconsider
and respond to the statements that emerge
from their classroom.
14. The teacher encourages students to
solve a problem.
15. The teacher includes activities that foster
collaborative learning.
16. The teacher provides topics and enough
time for students to discuss.
17. The teacher gives students the
opportunity to create their materials
themselves.
18. The teacher introduces the goals and
objectives of the lesson clearly.
19. The teacher gives students the
opportunity to reflect on the topics.
20. The teacher provides feedback and
allows students to reflect on their self-
understanding and development.
III. Instruction: Please write your answers on the following questions.

1. Please provide specific examples how the strategies affect you in learning?
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2. Does this strategies develop your critical reading skills? Why do you think so?
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3. What could you suggest to help enhance your critical reading skills?
______________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
 Benguet State University
College of Teacher Education
DEPARTMENT OF TEACHER ELEMENTARY EDUCATION
La Trinidad, Benguet 2601

November 20 ,2023

ALEXANDRA S. SAD-ANG
DETED Department Chairperson

Madam,

The undersigned 4th year students are conducting a research study entitled "
Towards the Enhancement of Critical Reading Skills of College Freshmen Students:
Theory and Practice" in partial fulfillment for the Education 144.1 Research in
Elementary Education. The objective of the study is to determine critical reading skills
integrated and developed by teachers to the Bachelor of Elementary Education
Freshmen college students of Benguet State University.

In line with this, may we request your permission to administer our questionnaire
to the Bachelor of Elementary Education faculty members and to the BEED college
freshmen student? Rest assured that all data gathered will be kept confidential and will
only be used for the purpose of research.

Attached here with is the copy of the questionnaires for your review.

Your approval of my request is highly appreciated. Thank you very much!

Respectfully yours,

ROMIE D. FLORALDE PATRICIA R. ONOZA

Researcher Researcher

MARICEL D. CAGA ANGIELOU T. WAKAT

Researcher Researcher

WEDEME L. FINMOROG
Researcher

Noted: Approved by:

DESIREE F.BOTENGAN, EdD ALEXANDRA S. SAD-ANG, PhD

Course Facilitator DETED Department Chairperson
 Benguet State University
College of Teacher Education
DEPARTMENT OF TEACHER ELEMENTARY
EDUCATION
La Trinidad, Benguet 2601

November 20 , 2023

Dear Respondent,

Greetings!

The under designed 4th year Bachelor of Elementary Education students of

Benguet State University, are currently conducting a study with the title “Towards
Enhancement the Critical Reading Skills of College Freshmen Students: Theory and
Practice”. In line with this, the researchers are formally requesting you to be part of our
research journey. We believe that you can provide us greater insights to respond to
questions asked in the attached questionnaire.

Anent, may we take your 20-30 minute time to answer our questionnaire and
interview you for a while. The place will be based on your available time in the CTE
campus. Moreover, we would like to ask permission to take pictures and use tape
recorder to gather needed information. Such paraphernalia will serve as proof for the
interview. Rest assured that the data gathered will be strictly for research purposes only
and will be kept with utmost confidentiality. Thank you very much.

Sincerely yours,

ROMIE D. FLORALDE PATRICIA R. ONOZA

Researcher Researcher

MARICEL D. CAGA ANGIELOU T. WAKAT

Researcher Researcher

WEDEME L. FINMOROG
Researcher

Noted:

DESIREE F. BOTENGAN, EdD

Course Facilitator