CHAPTER 1

PROBLEM AND ITS BACKGROUND

I. BACKGROUND OF THE STUDY

In a groundbreaking study highlighted by Spector (2021), researchers

at Stanford Graduate Scholl of Education have unveiled a compelling

narrative on the impact of the pandemic on the educational journey of young

learners. Delving into the academic landscape of the school year 2019-2020,

the study illuminated profound shifts in the foundational reading skills of

students. Through a comprehensive reading assessment spanning grades on

to four nationwide, the research blatantly revealed a disruption in the

development of oral reading fluency among students in 2020, directly

attributed to the unforeseen closure of educational institutions amid the

covid-19 crisis (S+pector,2021).

Correspondingly, the abrupt shift In the Philippine education system

due to the pandemic has left an indelible mark on students, reading

proficiency, as note by DepEd assistant secretary Malcolm Garma (cited by

Hernando- Malipot, 2002) in his comprehensive study of limited face-to-face

classes. Garma’s findings not only revealed behavioral challenges but also

illuminated the alarming disparities in reading and writing abilities among

students. Furthermore, as observe by educators, Filipino children persist in

missing out on critical educational opportunities (chin, et al.,2021). Adding to

the complexity, a comparative analysis conducted by the United Nations

1
children’s fund (UNICEF) predicts that fifth-grade Filipino pupils are likely to

encounter hurdles in secondary school due to lack of essential skills in

mathematics, and reading (Balinbin, 2020). This insight collective highlight

the urgent need for targeted interventions to address the widening

educational disparities exacerbated by the pandemic.

Numerous researchers, such as Macandili (2019) and Maramag (2022),

have delved into oral reading difficulties and reading behaviors, shedding

light on the challenges faced by learners in grasping reading comprehension.

Ludewig et al. (2022) further emphasized these struggles, particularly

evident in poor exam results across subjects taught in English, exacerbated

by the extended learning restrictions imposed during the COVID-19

pandemic. While these studies aimed to comprehend students’ reading

performance and its implications, they primarily focused on assessing

reading achievements both before and during the pandemic, leaving a

notable gap in understanding post -pandemic dynamics. To address this gap,

the current study centers on Grade 7 learners, scrutinizing their reading

interest and proficiency in the aftermath of the pandemic. By homing in on

this critical phase, the research aims to pinpoint the nuanced effects of the

pandemic on reading habits and skills.

One of the researchers has taken the responsibility to teach English to

Grade 7 students at a public school located in a remote area, these students

belong to less privileged families where access to learning materials and

2
internet connectivity is limited. They have also been severely affected by the

COVID-19 pandemic, considering their location. Therefore, the researcher

believes that by assessing the factors that influence students’ reading

preferences and evaluating their reading skills, educators can devise

targeted remediation programs to overcome potential deficiencies, enhance

reading abilities, and encourage a strong culture of literacy. With this

intention, the researcher have conducted an inquiry to determine the reading

interests and proficiency levels of the Grade 7 learners.

Reading is one of the English skills which are essential to be mastered

by the students. Reading skills are necessary for students in acquiring

knowledge and new information. According to Brown that reading is the most

essential skill in the educational context as it can be the assessments for

students’ general language ability.1Reading comprehension is one aspect of

language skills that must be mastered by the student. To be able to interpret

and absorb information from reading material, students should have good

understanding ability. Reading comprehension is required in each subject,

because each lesson is inseparable from the act of reading. Therefore,

students are required to have good understanding capabilities.

This research will provide valuable insights into the effectiveness of

current reading instruction methods and highlight potential areas for

improvement. By analyzing the data, we can gain a comprehensive

3
understanding of the reading abilities of grade 7 students at Medina College

Ipil Incorporated, ultimately contributing to the development of more

effective pedagogical strategies to enhance their reading comprehension and

overall academic performance.

This study aims to investigate the level of reading proficiency in English

among grade 7 students at Medina College Ipil Incorporated. Reading

proficiency is a crucial skill that underpins academic success, and

understanding the current level of English reading proficiency among these

students is essential for identifying areas of strength and weakness.

II. STATEMENT OF THE PROBLEM

This study aims to assess the level of reading Proficiency in English of

the grade 7 students in Medina College Ipil Incorporated, SY 2024-2025.

1.What is the demographic profile of the grade 7 students in terms of age

and sex?

2.What is the level of reading profiency in English of the respondents?

3. Is there a significance difference on the level of reading profiency between

male and female?

III. SIGNIFICANCE OF THE STUDY

4
 The result drown from this study could provide empirical data to the

following individuals who are the direct recipient of the result of this

investigation.

School: The study helps schools develop a reading curriculum that aligns

with student needs and local educational standards.

Students: It helps students assess their reading abilities, identify strengths,

and work on areas needing improvement.

Teachers: Teachers gain insights into students' reading levels, enabling

them to tailor instruction to meet individual learning needs.

Parents and Guardians: The study encourages parents to support their

children's literacy by promoting reading at home and engaging their skills.

Future Researcher: This study offers a basis for future research on how

working affects senior high school students. It provides insights into the

impact on their mental health, social life, and future careers, adding valuable

information to existing studies

IV. HYPOTHESIS

5
 The study investigated the reading proficiency and comprehension level

of Grade 7 students.

There is positive correlation between a student's reading

comprehension level and their overall academic performance in grade 7.

V.THEORITICAL FRAMEWORK

The study was anchored on the cognitive theory by Jean Piaget.

It is important construct for the current study to explore how people

acquire, process, and use knowledge, provides a powerful lensed for

understanding reading proficiency. It helps us understand the mental process

involved in reading, how these process develop, and what factors influence

reading success.

To support the level of reading proficiency, the theory by Jean Piaget was

used. Piaget explained that cognitive theory involved three components. 1.)

The brain uses schema as building blocks towards knowledge. 2.) The brain

uses adaptation process like assimilation and accommodation to move

between stages. 3.) Children's experience universal stages of development

about cognition. Developed by Dr. Aaron T. Beck in the 1960's cognitive

6
theory led to the development of cognitive therapy for depression (Beck,

Rush, show, & Emery, 1979).

VI.CONCEPTUAL FRAMEWORK

This study is based on the concept that word recognition and reading

comprehension influences one’s reading proficiency level in English. As seen

on the figure, the independent variables considered are word recognition and

reading comprehension and reading proficiency level in English as the

dependent variables.

Independent variable Dependent variable

VII. SCOPE AND DILIMITATION

This Word
study was limited to 40 Students from Medina College Ipil Inc,
Recognition Reading
Zamboanga Sibugay and these students are currently enrolled in Medina
Proficiency
Reading Level in
College Ipil Inc.
Proficiency English

Fluency

7
 Findings was limited on the data gathered by the research instruments

which were the from the Phil-IRI Oral Test in English which were constructed

and validated by the researcher. And the data we gathered from Grade 7

students with two (2) section. Each section has twenty (20) respondents,

resulting in a total of forty(40) respondents. Thus, the researcher is

amenable that whatever the results gathered would only be true to the place

this study was conducted and to the group of respondents who was

considered in the study.

VIII. DEFINITION OF TERMS

Anova- it is a collection of statistical models wherein it has been used

in the study as one of the statistical treatments in comparing female and

male's level of reading comprehension.

Comprehension- the ability of the respondents wherein it has been

used in the study as one of the factors that must be measure in order to

determine the difference of the level of reading comprehension of the

respondents.

Data- is the information that has been gathered wherein it has been

used in the study as one of the references and basis to get the result.

8
 Descriptive Survey- used in the study as a method in gathering data

from the respondent effectively.

Phil-IRI-has been used in the study as one of the bases in gathering the

data in terms of the reading capability of the respondents.

Proficiency- used as the factor that must be measured in the study.

Purposive Sampling- used as the sampling technique in order to

recruit participants who can provide information about the study.

Standardized Reading- used as one of the data gathering procedure in

the study.

Word Recognition- used in the study as an independent variable

that may help to the result of this study.

9
 CHAPTER II

REVIEW OF RELATED LITERATURE (RRL)

LOCAL

In the Program for International Student Assessment (PISA 2018), the

Philippines scored lowest out of 79 countries in reading. And achieved at

least the minimum proficiency level in the overall reading literacy. Moreover

in 2019 Southeast Asia Primary Learning Metrics, on the other hand showed

that only 10 percent of the country’s Grade 5 learners achieved the

minimum proficiency at the end of primary education and recently, the World

Bank estimated that as of June 2022, learning poverty in the Philippines is

90.9 percent. Learning poverty is defined as the percentage of ten-year-old

children who cannot read or understand a simple story.

(www.philstar.ph)possess because it is a prerequisite to all learning areas and

acts as a passport in learning the different subjects because if one has

difficulty in reading, he or she may also have trouble in other subjects.

Moreover, a recent study in 2017 by Sari concluded that reading is very

important and helpful to us, not just in English class, but other subjects, such

as mathematics and others. With this, reading plays avital role in one’s

success in academic and in life. It is one of the most important skills that

individuals must

10
 Suppose age and thus maturity was found to have no relationship with

self-efficacy. It can be extrapolated that the respondents' increased self-

efficacy can be linked and a graduate of the Philippines' K-12 Basic Education

Curriculum. As a result, to 15 promote tertiary education, an education policy

must focus on strengthening senior high school students' AAA see detassel-

efficacy (Pasana et al., 202dSuppose age and thus maturity was found to

have no relationship with self-efficacy. It can be extrapolated that the

respondents' increased self-efficacy can be linked and a graduate of the

Philippines' K-12 Basic dd do. As a result, to 15 promote tertiary education,

an educational policy must focus on strengthening senior high school

students' self-efficacy (Pasana et al., 2020). dß0). level.

In contrast, the home, teacher, and learner factors have a negligible

association with learners' starting to read a level of comprehension (Ceding,

2019). Some of the local researchers have studied parental involvement

which also implicates to reading proficiency of pupils. Marasigan et al.,

(2019) as cited by Tinapay et al. (2022) in their study, Investigating Parental

Involvement on Pupil’s Reading Achievement, showed that the parents were

involved in their pupil’s reading achievement. When parents are engrossed

in the reading process at home, pupils achieve at higher levels. In the study

of Bartolome et al., (2020), they found out that parental involvement is the

participation of families in the learning and holistic development of children

11
at home and at school, as seen through eyes of teachers (Tinapay

et.al,2022).

All public schools in the Philippines currently employ this instructional

method. This is also factored into the equation for 18 learners who live in

distant areas where internet access is not available for streaming learning

materials (Bernardo, 2020). One of the primary problems in implementing

Modular Online Courses was the massive collection of processes for each

module. Experts say that to attain complete mastery, and the Education

Department should analyze this problem, cut back on exercises, and

eliminate themes that aren't necessary. As numerous parents have

commented, the smaller, the better. Several students have voiced concern

that they'll never be able to finish all the modules in the allotted week. In

other words, if the Department of Education cannot extend the time needed

to complete these modules, the exercises must be shortened (Quinones,

2020).

A module's approval rating must be high as a sign of internal reliability

and relevance. As a result, that might include, and is therefore not restricted

to, content, attractiveness, and uniqueness, among other things (Reyes & De

Guia, 2017).

12
 Teachers are also encouraged to provide clearer directions to students so

that they would not get confused during online class sessions. Parents are

encouraged to support their children’s online education and unload their

burden at homework (Diu & Tinapay, et al,2022).

To boost student learning, several schools worldwide have already

transformed conventional classroom arrangements with innovative and

flexible learning methodologies 21 outcomes. The Philippines' school system,

particularly primary education, is plagued by issues with teaching delivery

methods. It is feared that marginalized students would be denied access to

resources, resulting in a social division and a digital divide. As a result, more

research and debates have been conducted on educational possibilities that

are inclusive and equitable (Kim, 2020). The pandemic of COVID-19 has

resulted in significant changes in education. Part of that is the transition from

face-to-face sessions to alternative learning modes, including distance

learning. Teachers began to plan for modularity and virtual distance learning

because they believe education will continue regardless of the situation. It's

possible to teach, but it's not without its drawbacks. As a result, this

phenomenology study investigated the lives and experiences of teacher

educators in San Pablo City's Division before introducing distant learning as a

new baseline (De Villa & Manalo, 2020).

FOREIGN

13
 Cimmiyotti (2013), reading is essential at all stages of education

because it is required for all courses and improves academic achievement.

Nyarko et al. (2018), there is a link between academic success and reading

proficiency. Thus, in the academic arena, self-efficacy, which is the belief in

one's ability to carry out, plan and complete a task successfully, has always

been emphasized (Tan et al., 2020).

It was noted that comparing a student's development and effort in

terms of proficiency to a peer usually indicates a great deal of interest in

their education. Because the students have varied grades, they prefer to

compare them to each other, and those who have a terrible rate are now

working hard to improve their grades because they understand the lesso

(Knowczyk, 2017).

The modular method, which is student-centered, personality-driven, and

does not need a record, could be an excellent way to address the challenges

that kids face in the classroom (Li choro, 2015). Using training hours to teach

English is designed to increase active learning and build critical thinking and

problem-solving abilities instead of the standard method of using a textbook

to teach English. It enables the lecturer to conduct process evaluations in the

classroom, which benefits the students. The contents, depth of concept

coverage, and 20 arrangements of the standardized textbook can all affect

teaching and the educational environment. According to Cheng and Abu

14
Bakar (2017), using a module offers an alternative educational setting for

teachers and students. The term "higher education institutions e-learning"

(ODeL) has already been coined at the Philippine regular university Open

University (UPOU), a single-mode DE institution inside the Philippines, to

pertain to the new variant of online or Web-based DE. It does, however, have

several drawbacks, such as expensive expenses and upkeep, lack of access

to social media platforms and materials, and inability to operate it properly

(Nilson & Goodson, 2018).

It is crucial to investigate the impact of outside circumstances on

student reading achievement considering this connection and the relevance

of reading to general student success (Hager, 2017). Sakis (2015) discovered

that academic self-efficacy was significantly positively connected with

students' scientific achievement in research on Turkey's third and fourth-

grade students.

Self-efficacy scores were highly related to student achievement in class

in a study by Webb-Williams (2014) of 10 to 12-year-old pupils in England.

Reading personality was found to have a favorable, significant impact on

student achievement on 12 three standardized reading measures employed

in a recent study, including primary aged pupils in the 1st through 3rd

grades from school systems in various cities in the United States (Lee &

Jonson-Reid, 2016).

15
 Students' self-efficacy has been the subject of several research studies.

The impact of teacherstudent interactions and teacher effectiveness on

students' academic self and achievement is also discussed in several of this

research. Improved teacher-student connections, mastery goal orientation,

and the construction of an emotionally supportive learning environment have

all been demonstrated in studies to boost student academic self-efficacy and

accomplishment in math, science, and reading curriculum areas (Bonne &

Johnston, 2016; Hughes & Chen, 2010; Griggs et al., 2013).

However, it may not have been determined to be a successful reading

approach in the research (Almutairi, 2018). 13 Readers' self-efficacy varies

depending on their level of foreign language competence. Readers with a top

standard of proficiency perform better at reading tasks than readers with a

low level of self-efficacy. Furthermore, the findings show that language

proficiency and self-efficacy are the essential elements of academic success.

Moreover, self-assured pupils can do a better job than those who haven't,

and students who have a high degree of language competence are more

likely to succeed in the reading process (Habibi an & Roslan, 2014). There

are some reasons why it's necessary to investigate and figure out what's

causing long-term reading difficulties, such as self-efficacy. "Low-level

learners are particularly vulnerable in content area disciplines such as

economics, social studies, and health," says the first explanation why we

16
must look for possible variables that contribute to extended reading

problems. Because they cannot comprehend the material of the textbook,

people have fallen behind in these topics.

In comparison to children in honors-level reading, students in

educational needs have a substantially lower current average perceptive

score and observation comparison score, according to a similar study.

According to the findings, there is a moderate link between reading and

comprehension and overall self-efficacy (Conway, 2017).

Additionally, several learners cannot finish all their homework on their

own, necessitating the need for everyone's assistance (Tok, 2016). 19

Students could increase their scientific academic performance by studying a

modular-based worktext.

As a result, instructional delivery is changed to a different activity

throughout the teaching-learning activities. The subject has been taught

using various methods, including independent investigation, practical

learning instruction, social involvement, and conceptualism. On the other

hand, teachers are not confident in their ability to teach the subject

remotely, and such pedagogies appear challenging to execute in distance

learning (Li choro, 2015).

17
 CHAPTER III

RESEARCH METHODOLOGY

This chapter deals with the procedures and techniques used by the

researchers in completing the study. It includes the research design,

population and sampling, sources of data, and data analysis.

I.RESEARCH DESIGN

The correlational design of research will be used in this study. The

correlational design aims to identify and analyze relationship between

variables. Its primary purpose is to determine whether a statistically

significant relationship exist between variables. Hence, this research type is

involved assessment of the given conditions.

II.SAMPLING TECHNIQUE

This study employs stratified random sampling to assess reading

proficiency among Grade 7 students. The target population consists of all

Grade 7 students in Medina College Ipil Incorporated. The sampling frame

includes 40 students, divided into strata based on gender (male/female). The

sample's representation will be verified to ensure balance across strata. This

18
methodology minimizes bias, ensures diversity and provides reliable data for

analyzing reading proficiency levels.

III.RESEARCH INSTRUMENT

In the data collecting procedure, the study will use standardized research

instrument. This instrument will be given to the two participants of the study:

male and female - participants. This two instrument will be divided into three

parts.

The first part will be the demographic profile of the students’ participants

such as sex, age.

The second part which is the determining the level of reading

proficiency of the participants using the Likert scale. Each dimension

contains items of which the respondents indicate their No. of miscues, word

reading score (in %) and oral reading level (in %).

For the third part which is identifying if there's a significant difference

between the two participants which is the (male and female) in terms of

reading proficiency using the t-test formula.

IV.DATA GATHERING PROCEDURE

19
 The researcher will secure permission to conduct the study from the

offices of the school principal. After such, permission the researcher will

administer personally the survey to the target participants of the study.

The researcher will be the one who survey on a preferred and approved

schedule so that 100% results will be assured.

V.RESPONDENT OF THE STUDY

The respondent of this study is the grade 7 students at Medina College Ipil

Incorporated.

VI.STATISTICAL TREATMEN

The following statistical procedure were used to interpret the data

gathered from the respondent of the study.

1. Simple percentage - the demographic profile variables of the

respondents were analyzed using the simple percentage of the following

formula.

Where:

P = percentage

F = frequency

20
 N = total number of respondents

100 = consent multiplier

2. Word reading (WR) - to determine the level of reading proficiency of

the Grade 7 students, the researcher use the word reading (WR).

No. of miscues * 100%

No. Of words in the passage

3. T - test - had been used in this study to determine if there is a

significant difference in the level of reading proficiency among Grade 7

students.

+ obtained from the participants, the students and teachers at Medina

College Ipil Incorporated. In addition, the protection of the privacy of

research participants will be ensured. Voluntarily participation of respondents

in the research will be treated very important. Moreover, they have righto

withdraw from the study at any stage if they wish to do so.

In handling the data, adequate level of confidentially will be ensured.

Any form of misleading information, as a well as representation of primary

data findings in a biased way will be avoided. On the other hand, maintaining

the highest level of objectivity in discussion and analysis throughout the

research will be considered. Furthermore, affiliations in any forms of, sources

of funding, as a well as possible conflicts of interest will be declared. Lastly l,

any type of communication to this action research will be done with honestly

and transparency.

21
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This data presents the results, the analysis and interpretation of data

gathered from the scores of the students. The said data were presented in

tribular from in accordance with specific questions posited on the statement

of the problem.

TABLE 1

DEMOGRAPHIC PROFILE OF THE RESPONDENTS

TABLE 1.1

Age of the respondents

AGE FREQUENCY PERCENTAGE RANK

12-13 year's 38 95% 1

old

14 and above 2 5% 2

22
 The table shows the demographic profile base on age where thirty-eight (38)

of the student aged twelve to thirteen (12 to 13) years old, with the

percentage of 95% and two (2) students age 14 and above among the forty

(40) respondents.

TABLE 1.2

Gender of respondents

SEX FREQUENCY PERCENTAGE RANK

Male 20 50% 1

Female 20 50% 1

The table shows the demographic profile base on gender where twenty

(20) males with the percentage of 50% and twenty (20) where females with

the percentage of 50% among of forty (40) respondents.

TABLE 2

STUDENTS LEVEL OF READING PROFECIENCY

TABLE 2.1

STUDENTS SEX No. OF MISCUES WORD ORAL

READING READING

SCORE (In LEVEL (In %)

%)

23
STUDENT 1 FEMALE 0 100% Independent

STUDENT 2 FEMALE 2 98.7% Independent

STUDENT 3 FEMALE 2 98.7% Independent

STUDENT 4 FEMALE 2 98.7% Independent

STUDENT 5 FEMALE 3 98,1% Independent

STUDENT 6 FEMALE 3 98.1% Independent

STUDENT 7 FEMALE 3 98.1% Independent

STUDENT 8 FEMALE 4 97.5% Independent

STUDENT 9 FEMALE 5 96,9% Instructional

STUDENT 10 FEMALE 5 96.9% Instructional

STUDENT 11 FEMALE 6 96.3% Instructional

STUDENT 12 FEMALE 6 96.3% Instructional

STUDENT 13 FEMALE 6 96.3% Instructional

STUDENT 14 FEMALE 7 95.7% Instructional

STUDENT 15 FEMALE 7 95.7% Instructional

STUDENT 16 FEMALE 8 95,1% Instructional

STUDENT 17 FEMALE 11 93.2% Instructional

STUDENT 18 FEMALE 12 92.6% Instructional

STUDENT 19 FEMALE 16 90.2% Instructional

STUDENT 20 FEMALE 17 89.6% frustration

STUDENT 21 MALE 1 99.3% Independent

STUDENT 22 MALE 2 98.7% Independent

STUDENT 23 MALE 2 98.7% Independent

24
STUDENT 24 MALE 3 98.1% Independent

STUDENT 25 MALE 3 98.1% Independent

STUDENT 26 MALE 3 98.1% Independent

STUDENT 27 MALE 3 98.1% Independent

STUDENT 28 MALE 4 97.5% Independent

STUDENT 29 MALE 5 96.9% Instructional

STUDENT 30 MALE 6 96.3% Instructional

STUDENT 31 MALE 6 96.3% Instructional

STUDENT 32 MALE 6 96.3% Instructional

STUDENT 33 MALE 7 95.7% Instructional

STUDENT 34 MALE 7 95.7% Instructional

STUDENT 35 MALE 8 95.1% Instructional

STUDENT 36 MALE 8 95.1% Instructional

STUDENT 37 MALE 12 92.6% Instructional

STUDENT 38 MALE 15 90.8% Instructional

STUDENT 39 MALE 16 90.2% Instructional

STUDENT 40 MALE 21 87.1% Frustration

In table 2 shows the profile of participants based their level in reading

proficiency in which sixteen (16) of the participants are on the independent

level, twentytwo (22) are on the instruction level and two (2) are on the

frustration level.

25
 TABLE 3

THE SIGNIFICANT DIFFERENCE BETWEEN THE TWO PARTICIPANTS

TABLE 3.1

xi xi ̵ x (xi ̵ x)2

0 -6.575 43.2306

1 -5.575 31.0806

2 -4.575 20.9306

2 -4.575 20.9306

2 -4.575 20.9306

2 -4.575 20.9306

2 -4.575 20.9306

3 -3.575 12.7806

3 -3.575 12.7806

3 -3.575 12.7806

3 -3.575 12.7806

3 -3.575 12.7806

3 -3.575 12.7806

3 -3.575 12.7806

4 -2.575 6.6306

4 -2.575 6.6306

5 -1.5750000000000002 2.4806

5 -1.5750000000000002 2.4806

5 -1.5750000000000002 2.4806

26
 6 -0.5750000000000002 0.3306

6 -0.5750000000000002 0.3306

6 -0.5750000000000002 0.3306

6 -0.5750000000000002 0.3306

6 -0.5750000000000002 0.3306

6 -0.5750000000000002 0.3306

7 0.4249999999999998 0.1806

7 0.4249999999999998 0.1806

7 0.4249999999999998 0.1806

7 0.4249999999999998 0.1806

8 1.4249999999999998 2.0306

8 1.4249999999999998 2.0306

8 1.4249999999999998 2.0306

11 4.425 19.5806

12 5.425 29.4306

12 5.425 29.4306

15 8.425 70.9806

16 9.425 88.8306

16 9.425 88.8306

17 10.425 108.6806

21 14.425 208.0806

̵ ̵̵ ∑(xi- x)2=

27
 941.7740000000001

Overall mean: 6.575

The test statistic z= 1.73640. is less than one of the critical value Za =

±1.96. The test statistic is not on the critical region. Thus, the researchers

decided to accept the null hypothesis (failed to reject Ho).

Therefore, we can say that at 95% confidence that there is enough

evidence to support the mean number. 6.575 that was calculated from the

table presented to the research study.

LEGEND:

SCALE VERBAL DESCRIPTION

7.60 – 10.00 High

5.10 – 7.50 Moderate

28
2.6 – 5.00 Low

0-2.5 Very Low

29
 CHAPTER V

SUMMARY OF FINDING, CONCLUSION AND RECOMMENDATION

SUMMARY

This study was conducted to determine the level of reading proficiency

among Grade 7 Student in Medina College Ipil.

 In demographic profile of the respondents it shows that it has forty (40)

respondents, there are twenty (20) male and twenty (20) female, with

ages 12-14 years old and above.

 Based on the data we gathered, the performance of grade 7 student is

moderate, indicating that further analysis is needed to identify the root

causes and develop appropriate strategies for improvement.

 Therefore, there is no significant difference between male and female

in grade 7 student in terms of reading proficiency.

CONCLUSION

The suggested of reading practices as effective for most of the student

that these tools did enhance their reading comprehension. The difference in

grade level between the respondents since all the respondents selected from

grade 7. These also shows the bigger positive effect than negative in reading

practices. Overall, there were more positive responses than negative

responses, hence, reading practices truly do enhance the level of reading

frequency of study.

30
RECOMENDATION

For the future researcher

the current researcher recommended to research deeper on the level of

reading frequency this research was focus on the level of reading frequency

for students. With reading comprehension being such a complex topic, it

would be good to research more on how the reading comprehension of

student is affected or how it changes with reading practices. How that the

researcher knows that reading practices help the respondent, the advice

future researcher to dig deeper dive more into this and discover how reading

practices effect student understanding of text.

For the school administration

Based on the findings from the study, the researchers recommended

teaching of reading practices. The level from majority of the respondents

which are instructional, with the use of reading practices, students may be

able to understand the text easier and faster

For high school students

The researcher recommended to incorporate reading. May it easy or

difficult the finding of this study shows that it is advisable to those

participants as low reading comprehension. The researcher recommended to

31
use what reading materials may fits ones interest the most for the best

result.

reference

32
33
apendix

34
b

35
c

36