CHAPTER I

I – INTRODUCTION

Background of the Study

Reading habits are well-planned and deliberate pattern of study which has attained a form

of consistency on the part of students toward understanding academic subjects and passing at

examinations. Reading habits determine the academic achievements of students to a great extent.

Both reading and academic achievements are interrelated and dependent on each other. Students

often come from different environments and localities with different levels of academic

achievement. Therefore, they differ in the pattern of reading habits. While some students have

good reading habits, others tend to exhibit poor reading habits. Academic achievement means

how much knowledge the individual has acquired from the school (Bashir &Mattoo, 2012).

Reading is considered a receptive skill and holds significant importance for English

language learners. It is a cognitive process that requires time and practice to develop. When

reading, the mind engages in a process of attaching meaning to the words, phrases, and

expressions represented by symbols. It also involves understanding the grammar and structure of

the language used in the written passage.

The definition of reading has evolved over time. Initially, it involved interpreting visual

information in any code or system. However, after that, reading became more complex and

involved the process of understanding a whole text composed of written signs (Lone, 2011). Kim

(2011) avers that the first description of reading and its process could be traced back to

Thorndike (1971), who claimed that reading is a process of reasoning.

 According to Wixon, Peters, Weber, and Rober (1987), reading is the construction of 3

meaning through the dynamic interaction between the reader, the text, and the reading context.

The reading process involves visual skills and the perception of symbols by the brain. It is

generally broken down into two components: reading the words and understanding the meaning

of what is being read (Copper, Warnoke & Shipman, 1998; Samuels, 1998). Reading is an

interactive process between the reader's mind and the text on the page, occurring within a

specific context, leading to comprehension. Furthermore, Lone (2011) stated that reading is a

process in which a reader looks at a text and understands what has been written. Reading is

widely recognized as a crucial aspect of language learning and a lifelong learning tool for all

individuals (Lone, 2011). Mungungu (2010) supported this view by highlighting that reading

facilitates the development of writing skills, vocabulary, grammar, and spelling, ultimately

enhancing language proficiency and oral communication.

Research has confirmed that there is a significant correlation between students’ English

language reading skills and students’ academic performance. Students’ success is largely based

on their ability to read effectively and comprehend whatever they read (Kim, 2011).

Most students in Grade 11-12 experience difficulty in learning how to read. Some of

them are scared to attend classes when reading lessons started. Due to this situation, some of

them drop out from school and do not continue until the next school year begins.

The aforementioned situations above triggered the researcher to conduct research on the

Factors Affecting the Reading Skills on the Academic Performance of Grade 11-12 students in

Calvario Peak National High School.

Statement of the Problem

This study will aim to determine the factors affecting the reading skills on the academic

performance of Grade 11-12 of Calvario Peak National High School.

More specifically, it wanted to do the following:

1. Identify the factors affecting the reading skills on the academic performance of Grade

11-12 students.

 Students’ Perception

2. How do students’ socio-economic backgrounds affect their reading skills?

3. Come up with reading exercises to address the factors that influence the

reading skills of Grade 11-12 students.

Scope and Delimitation

This study was limited to the 92 students out of 120 students of Calvario Peak National

High School assessed by the teachers.

It focused and limited to the topics or subject that follows:

1. Identify the perceived factors affecting the reading skills of Grade 11-12 students.

2. How do students’ socio-economic backgrounds affect their reading skills?

3. Come up with reading exercises to address the perceived factors that influence the

reading skills of Grade 11-12 students.

Theoretical Framework

This study adopted Reading readiness theory, Behaviorist theory and Mentalist theory.

2.1.1 Reading readiness theory

Dadzie (2008) observed in an analysis of children’s reading errors, which he called miscues, he

and his colleagues produced evidence that children almost instinctively try to make sense of what

they are doing when they read. The reader approaches the text to test out these expectations by

sampling enough of it to confirm or reject them. Children are born with the framework of human

language (LAD) this helps them in language acquisition. According to Antwi (2006) the main

factors which are essential in reading readiness include: age, sex, general intellectual ability,

visual and auditory perspective, health and maturity. Others are emotional and social

maladjustments. The aim of reading readiness should be to establish and reinforce the child’s

understanding of the relationship between the printed and acquired reading words. Bashir (2012)

suggested that for children to be ready to read they should be able to do the following:

• Interpret written words in their mother- tongue and relate it to English language.

• They should be able to read aloud non-technical passage in such a way that others

listening can understand clearly what is read.

• Read and understand simple story books, essays, newspapers, magazines and other

information books, be able to read, interpret and recall the information whenever they

are called to repeat them.

2.1.2 Behaviorist theory

Bhan (2010) agreed that the theory has its foundation in the work of Thorndike in his publication

“animal intelligence”, where he tried to tie learning to the establishment of links between sense

and impression and external stimulus. The behaviorist theory regards learning as a matter of trial

and error in which factors such as motivation and reward are indispensable. Cunningham (2001)

suggests that language should be seen symbolically as (SR) bond in which the stimulus (s),

external to the learner compels a response (r) which could carry positive charges.

2.1.3 Mentalist theory

The mentalist had a different view on language acquisition and learning. These theorists do not

in trial and error as a means of teaching or learning a language. They believe that children are

born with a general framework of the human language. They are against the behaviorists who

said that a learner should think, understand and produce answers through insight.

Conceptual Framework

The conceptual framework of the study was composed of two variables. The factors that

affect the Reading Skills on the academic performance of Grade 11-12 students and their socio-

economic backgrounds served as the independent variable of this study and the reading exercises

to address the factors that influence the reading skills of Grade 11-12 students served as the

dependent variables.
Figure 1. The Conceptual Framework of the Study

INDEPENDENT VARIABLES DEPENDENT VARIABLES

1. Identify the perceived

factors affecting the reading

skills of Grades 11-12 3. Come up with reading

students. exercises to address the

 Students’ Perception perceived factors that

influence the reading skills

2. How do students’ socio-
of Grade 11-12 students.
economic backgrounds

affect their reading skills?

Definition of Terms

1. Grade 11-12 - students enrolled at Calvario Peak National High School

2. Calvario Peak National High School – Secondary school at Barangay Kapatagan

Grande, Isabela City

3. Reading Skills - an individual’s standing on some reading assessment

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

1. Socio economic Status (SES) and Reading Proficiency

A 2019 study by the Programmer for International Student Assessment (PISA) found that SES

plays a significant role in reading proficiency among 15-year-old students globally. Students

from lower socioeconomic backgrounds tend to have lower reading abilities. This study

highlights the importance of factors like parents' education, access to resources, and home

learning environment in shaping reading skills [2].

2. Metacognitive Strategies and Reading Competence

Metacognitive strategies, which involve active control over cognitive processes, are crucial for

reading comprehension. Research suggests that students who effectively utilize metacognitive

strategies demonstrate superior reading competence. A 2019 study by Sutiya Tno and Sukarno

found a positive correlation between metacognitive strategies and reading achievement [2].

3. Information and Communication Technology (ICT) Skills and Reading Proficiency

The role of ICT skills in reading proficiency is increasingly recognized. A 2019 study by the

OECD found that students with strong ICT skills tend to perform better in reading. This suggests

that access to technology and the ability to navigate digital information sources can positively

impact reading skills [2].

4. Teacher-Student Relationships and Reading Achievement

Positive teacher-student relationships are essential for fostering a supportive learning

environment. Studies indicate that students who feel connected to their teachers and experience a

sense of belonging in the classroom tend to perform better academically, including in reading [2]

Local Studies on Reading Skills and Academic Performance

Unfortunately, the provided search results do not contain any specific local studies conducted in

2019 for Carvario Peak National High School. To gain insights into local factors affecting

reading skills and academic performance, further research would be needed, potentially

involving:

- Surveys: Conducting surveys among Grade 11 and 12 students at Carvario Peak National High

School to gather data on their reading habits, challenges, and perceived factors affecting their

performance.

- Interviews: Interviewing students, teachers, and parents to gain qualitative insights into the
specific local factors influencing reading skills and academic achievement.

- Classroom Observations: Observing classroom activities and teaching practices to assess the

effectiveness of reading instruction and identify potential areas for improvement.

Chapter III

RESEARCH METHODOLOGY

Research Method

This study seeks to identify the factors affecting the reading skills encountered by Grade

11-12 students of Calvario Peak National High School.

Descriptive Method will be applied which is described as the fact findings with adequate

interpretation.

Data Gathering Procedure

This study will collect the data through administering questionnaires which contained

factors that affect the reading skills on the academic performance of Grade 11-12 students and

will focus on the perceptions of the teachers and the students toward reading problems.

After administering the questionnaires and the conduct of interviews, the researcher will

collect all the data and computed its results based on the answers that will be given by the

respondents.
 Then, the researcher will analyze the data and make tables showing the figure and order

of the factors affecting the reading skills.

Finally, through the results of the data gathered, the researcher will formulate the reading

exercises to address the factors that will influence the reading skills on the academic

performance of Grade 11-12 students.

Instrumentation

The researcher will use the following instruments: survey questionnaires, both for grades

11-12 students.

 Survey Questionnaire

This survey questionnaire will use to collect data and to identify the factors affecting the

reading skills on the academic performance of Grades 11-12.

The first data collection will be conducted to answer the written questionnaire that focus

on the perception of students towards reading problems. The survey questionnaires contain

checklist that will allow the respondents to choose their perceptions toward reading.

Research Locale

This study will be conducted at Calvario Peak National High School, School year 2024 -

2025 based on students of Calvario Peak National High School about Factors Affecting the

Reading Skills on the Academic Performance of Grade 11-12 of Calvario Peak National High

School. The school is on the district of North, Division of Isabela City. It is located at Kapatagan

Grande, Isabela City.

Participants and Sampling Technique

The respondents of this research study are the Grade 11-12 students of Calvario Peak

National High School. The Grade 11-12 students were the ones enrolled at the time of the study.

Each school operates with its philosophy and set of objectives which direct all teaching

learning processes. Reading as part of the curriculum was also taught with deep concern on the

achievement of the school’s philosophy and objectives.

Participants can voluntarily join the study regardless of age, gender and health status.

Table 1A

Distribution of Respondent of the study

Grade level Students’ population Sampling

Grade 11 61

Section A 92
29
Grade 12
Section B
30

They will be chosen through Slovin's Formula. Using a confidence level of 95% with a

population size of 120, there was a total of 92 respondents.

n=N
──
 1 + Ne2

n= 120
──────────
1 + 120 × 0.0025

n = 92

Sample Proportion %

92
── = 0.77
120

The 92 student respondents from Calvario Peak National High School will be chosen based

on simple random sampling. The students will be selected using the "Fishbowl Technique". In

this method, the names of all Grade 11-12 Students will be written in a small-rolled piece of

papers, then place it in a fishbowl or container and shuffled. The rolled piece of papers are

randomly picked out one by one until the required number of students will be selected. This

method will ensure that all the members of the Population are given equal chance to be selected.

This method will ensure that all the members as respondents.

Ethical Considerations

Ethics was observed by obtaining the appropriate permission before to conduct the

students the researcher obtained permission from the Calvario Peak National High School’s

School Head and the Teacher participating schools. Orientations were conducted before to
conduct of the study. Each respondent had their consent from Calvario Peak National High

School. All information from the participants was kept private between the two sides, according

to the term of the agreement. The aim was to maintain secrecy and confidentiality when

collecting data.

Respondents were not identified. The data were password-protected and stored on the

researcher server. This was done to ensure that no one can use it, the respondent had right to

access the result of this study. It was the right of every respondent to refuse to participate in the

research. They had the freedom to withdraw from this study anytime they wish to do so without

penalty or loss of benefits.