Republic of the Philippines

Department of Education
Region XII
Division of Cotabato

THE EFFECTS OF COVID-19 PANDEMIC TO THE READING ABILITY OF

GRADE 7 STUDENTS OF KITUB-BAO HIGH SCHOOL

A Quantitative Research Proposal Presented to

Kitub-Bao High School
Bao, Alamada, Cotabato

In Partial Fulfillment of the Requirements in Practical Research 2

Richmond P. Manuel
Hanna Ysha M. Lobres
Judyleen R. Nicor
Dessa Mae V. Berdin
Christine Hope R. Anico
Eduardo S. Recopuerto
Francis Lloyd A. Valderama

December 2022
 CHAPTER 1

INTRODUCTION

Background of the Study

Result from a reading assessment given first -through fourth-graders

nationwide show that the students development of oral reading fluency - the

ability to quickly and accurately read aloud - largely stopped in spring 2020

after the abrupt school closures brought on by COVID-19. Gains in these

skills were stronger in fall 2020, but not enough to recoup the loss students

experienced in the spring. “It seems that these students in general’, didn’t

develop any reading skills during the spring - growth stalled when schooling

was interrupted and remained stagnant through the summer,’’ said

Domingue (yyyy), an assistant professor at Stanford GSE and first author on

the study, which was released by Policy Analysis for California Education

(PACE), a nonpartisan research network housed at Stanford.

The global pandemic of SARS-CoV-2 (COVID-19 [coronavirus disease

2019) has completely changed education in many countries around the

world (Reimer et al., 2021). Students had face-to-face instruction interrupted

during the 2019-2020 school year due to the pandemic (Kuhfeld et al.,

2021). The majority of schools provided some virtual instruction during the

last months of school in 2019 (Lake and Dusseault, 2020), and the same

scenario reoccurred at the beginning of 2021. Throughout this time, both

educators and parents have been actively seeking the best way to continue

formal education through remote or virtual learning (Daniel, 2020; Hodges

et.al., 2020; Reich et al.,2020). Nonetheless, it remains unclear how effective

remote or virtual learning is (Viner et al., 2020).

Thus, this exploratory research was to survey the experience of Grade

7 students Kitub High School for the S.Y 2022-2023. This study will
examine the Reading Ability of students during the COVID-19 Pandemic. We

will base their first quarter of grade 7 students. This research has an

ultimate goal for the effect of COVID-19 pandemic in the reading ability of

Grade 7 students in Kitub-Bao High School.

Statement of the Problem

This study will aim to investigate the effects of COVID-19 pandemic to

the Grade 7 students of Kitub-Bao High School for the S.Y. 2022-2023.

Specifically, it will seek to answer the following research questions:

1. What is demographic profile of Grade 7 students in terms of:

a. Age:

b. Sex:

c. Socio-economic status:

d. Family size:

2. What is the level of Reading Ability of Grade 7 students?

3. What are the factors affecting the Reading Ability of Grade 7 students?

4. What are the Effects of COVID-19 to the Reading Ability of Grade 7

students?

Significance of the Study

Students. This study may be of help to the Grade 7 students so that

they can be aware of their reading ability and the effect so that they can

improve their reading ability.

Teacher. In this study the teacher can help guide their students to

improve their reading ability which may be affected by the COVID-19

pandemic.
 Parents. They can also help guide the student to read and encourage

their child to love reading.

School Administrators. They can provide a reading corner for every

classroom for the Grade 7 student to develop and enhance their reading

ability they create a platform for the teachers to encourage and action for

their students.

Future Researchers. This study would help the student researcher to

be aware and knowledgeable of the process involved in the effects of COVID-

19 pandemic to the Grade 7 students reading ability.

Scope and Limitation of the Study

This study is limited only to investigating the effects of COVID-19

pandemic to the reading ability of Grade 7 students of Kitub Bao High

School for the first quarter of School Year 2022-2023.

Operational Definition of Terms

Reading Ability. The ability for someone to interact with a text and

take in words

COVID-19 pandemic. Also known as the coronavirus pandemic is an

ongoing global pandemic of coronavirus disease 2019 (COVID-19) caused by

severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2).

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies of the sub-

topics of this research.

Reading Ability

A reading skill or ability is, in simple terms,the ability for someone to

interact with a text and take in words. Reading is the process of looking at

written symbols and letters to understanding the meaning of them. Its one of

the four main language skill that you learn in your language skills alongside

listening, speaking and writing. Reading is usually the third language-it

comes after listening and speaking.

When we read, we look at written symbols (letters, punctuation mark,

spaces) and use our brains to convert them into words and sentences that

have meaning to us. We can read silently (in our head) or read aloud-

speaking every word that we read.

Reading skills are abilities that pertain to a person’s capacity to read,

comprehend, interpret and decode written language and texts. Exceptional

reading skills can be highly beneficial to assimilating and responding to

written communications like emails, message, letters and other written

message. Using reading skills in the workplace can also be important for

ensuring effective written communication, which can result in less

miscommunication or misunderstanding of expectations. Reading skills can

also encompass several key aspects that work together to develop overall

literacy skills, including comprehension, fluency, vocabulary and strategies

that help readers interpret and find meaning in text.

COVID-19 Pandemic

In December 2019, an out break in pneumonia of unknown origin

was reported in Wuhan, Hubei Province, China, Pneumonia cases were

epidemiological linked to the Huanan Seafood Wholesales Market.

Inoculation of respitory samples into human airway epethical cells, Vero E6

and Huh7 cell lines, led to isolation of a novel respirtory virus whose genome

analysis showed it to be novel corona-virus 2 (SARS-CoV-2). SARS-CoV-2 is

a betacoronavirus belonging to the subgenus Sarbecovirus. The global

spread of SARS-C0V-2 and the thousands of deaths caused by corona-virus

disease (COVID-19) led the World Health Organization to declare a pandemic

on 12 March 2020. To date the world has paid a high toll in this pandemic in

terms of human lives lost, economic repercussions and increased poverty .

In this review, we provide information regarding the epidemiology, serological

and molecular diagnosis, origin of SARS-C0V-2 and its ability to infect

human cells, and safety issues. Then we focus on the available therapies to

fight COVID-19, the development of vaccines, the role of artificial intelligence

in the management of the pandemic and limiting the spread of virus., the

impact of the COVID-19 epidemic on our lifestyle, and preparation for a

possible second wave.

The COVID-19 pandemic has introduced uncertainty in to major

aspects of national and global society, including for schools. For example,

there is uncertainty about how school closures last spring impacted student

achievement, as well as how the rapid conversion of most instruction to an

online platform this academic year will continue to affect achievement.

Without data on how the virus impacts the students learning, making

informed decisions about whether and when to return to in-person

instruction remain difficult. Even now, education leaders must grapple with
seemingly impossible choices that balance help risks associated with in-

person learning agents the educational needs of children, which may be

better served when kids are in their physical schools.

Amidst all this uncertainty, there is growing consensus that school

closures in spring 2020 likely had negative effects on students learning. For

example, in an earlier post this blog,we presented our research forecasting

the possible impact of school closures on achievement. Based on historical

learning trends in prior research on how out-of- school- time affects

learning, we estimated that student would be potentially begin fall 2020 with

roughly 70% of the learning gains in reading relative to atypical school year.

In mathematics, students were predicted to show even smaller learning

gains from the previous year, returning with less than 50% of typical gains.

While these and other similar forecasts presented a grim portrait of the

challenges facing students and educators this fall, they were nonetheless

projections. The question remained: What would learning trends in actual

data from the 2020-21 school year really look like?

With fall 2020 data now in hand, we can move beyond forecasting and

begin to describe what did happen. While the closures last spring left most

schools without assessment data from that time, thousands of school s

began testing this fall, making it possible to compare learning gains in a

typical, pre-COVID-19 pandemic. Using data from nearly 4.4 million

students in grade 3-8 who took MAP Growth reading and math assessments

in fall 2020, we examined two primary research questions:

To answer these questions, we compared students academic

achievement and growth during this pandemic the COVID-19 pandemic to

the achievement and growth patterns observed in 2019. We report students

achievement as a percentile rank, which is a normative measure of a

students achievement in a given grade/subject relative to MAP Growth

national norms (reflecting pre-COVID-19 achievement levels.)

To make sure students who took the test before and after COVID-19

school closures were demographically similar, all analyses were limited to a

sample of 8,00 school that tested students in both fall 2019 and fall 2020.

Compared to all public school in nation, schools in the sample had slightly

larger total enrollment, a lower percentage of low - income students. Since

our sample includes both in-person and remote testers in fall 2020. We

found consistent psychometric characteristics and trends in test scores for

remote and in-person tests for students in grade 3-8, but caution that

remote testing conditions may be qualitatively different for K-12 students.

For more details on the sample and methodology, please see the technical

report accompanying this study.

COVID-19 has caused unprecedented disruptions to schooling

worldwide. Given the scale of these disruption, there is substantial concern

about ‘’learning loss.’ Learning loss, in this case, refers to the difference

between the abilities that a student would have developed in the context of

standard educational practice and the students actual abilities following the

COVID-19-related disruptions. We are able to use continuously collected

measures of oral reading fluency to examine how reading skills have evolved

before and during the COVID-19 pandemic. Stark differences have been

observed in students growth in previous years.

This study investigated the extent to which varous factors play a part

in English-as-a-Second-Language (ESL) students ability to resolve pronoun-

antecedent connections in reading. The subjects were 97 ESL learners with

four different native languages (Japanese, Korea, Chinese, Spanish) enrolled

in the University OF Illinois’s Intensive English Institute and divided into

three English proficiency level: elementary, intermediate, and advanced.

Subjects were given two tests, one consisting of meaningful but

decontextualized sentences, some containing nonsense words, and one a

narrative in story form (contextualized). Relevant vocabulary was introduced

before testing. Other variables included type of anaphoric expression: noun

phrase (NP) or verb phrase (VP), direction (forward and backward anaphora),

and distance between pronoun and anaphoric expression. Results indicate

that the decontextualized sentences were resolved more easily than the

contextualized by each language group, possibly attributable to the limited

referent possibilities. Distance between pro-form and antecedent aided

comprehension in lower-proficiency groups, forward anaphora were easier

than VP anaphora, and in all measures, there was a significant effect for

proficiency level. Sentence examples, analyses of results, and a 20-item

bibliography are appended.(MSE)

Effect of COVID-19 Pandemic to the Reading Ability of Students

In the spring of 2020, following the onset of COVID-19 school

closures, students showed no growth in reading fluency over the next five

months. Given how suddenly school were closed in march 2020, and that

educators had no opportunity to prepare for remote teaching, disruptions

were to be expected. But these relative losses are serve. No growth in the

spring and summer means that students have fallen about a third of a year

behind where they should be in terms of reading development.

By the fall of 2020 the situation had changed, and students’ reading

fluency was growing at normal rates. This is reassuring and suggest that the

flexibility shown by educators in the face of novel challenges posed by

COVID-19 is leading to tangible improvement in a crucial skill.

 However, the return to nearly average gains by the fall was not

sufficient to recoup springs losses. Our analysis suggests three reasons for

continued concern over learning losses:

COVID-19 impacts are causing novel disparities in reading skills. In

the fall of 2020, students in school districts that tend to do less well on

traditional standardized tests were slower to develop their reading skills and

thus falling further behind their peers.

A substantial shared of students have been disconnected from

learning during the pandemic; consequently, they are not being assessed for

reading fluency. As a result, we are likely to be underestimating the true

effects. More importantly, these students may have difficulty catching up

and may suffer the consequences well into the future.

The full extent of learning loss during the pandemic will not be

understood for months or even years. If students are unable to get back on

track, they may experience delays in the development of other reading -

related skills, making it difficult to access future academic content.

The pandemic has clearly had a negative impact on students reading

development. If no action is taken, this could lead to long-term damage. But

this doesn’t need to be the case; many children are again learning to read at

a normal rate even during the pandemic and we should work to identify

what is happening at those schools so that effective techniques can be

distributed broadly.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter reveals the methods of research to be employed by the

researcher in conducting the study which includes the research design,

respondents of the study, research instrument and its development

establishing its validity and reliability, data gathering procedures, and the

appropriate statistical treatment of data

Research Design

This study will make use of quantitative methods of researcher. The

researcher will attempt to get the answer to the aforementioned problem and

to justify and satisfy the objects of the study. Likewise, it will also attempt to

know the effect of COVID-19 pandemic to the reading ability of grade 7

students for SY. 2022-2023

Respondents and Sampling Procedure

The researcher will choose from the one section of the Grade 7

students of Kitub Bao High School that will be considered in the study which

is the effect of Covid-19 pandemic to the reading ability of Grade 7 students.

A procedure will be conducted choosing one section of grade 7 students of

Kitub Bao High School.

In order to determine the samples for this study the researcher will

choose and ask permission for the enrolled grade 7 students of Kitub Bao

High School. The researcher will also be considering the referrals of other

people who are more appropriate to provide opinion about the study as well

as volunteering Grade 7 students of Kitub Bao High School.

Research Instrument

The instrument is a 10-item survey questionnaire which will be

answered using a 4-point Likert Scale: 1-Strongly Disagree; 2-Disagree; 3-

Agree; 4-Strongly Agree.

Data collection procedure

In order to gather more relevant data about the study the researcher

will use survey questionnaire to gather the data and respondents opinion

about topic. The first step before going to the proper is to make a request

letter upon approval the researcher retrieves the request letter. The parents

as well as a respondent itself member a selected in the administration. In

administering the questionnaire the researcher will using the time allotted

for vacant to avoid distraction of class discussion. The Grade 7 respondent

will be given enough time to answer the question, after the data collection,

the responses will be tallied, and statistical treatment will be applied.

Data analysis

The data that will be gather through a survey which will be tallied and

analyzed. Liker scaling will be used to determine how the effect of COVID-19

pandemic to the reading ability of grade 7 students for SY. 2022-2023 of

Kitub Bao High School. This will be also elaborate the following effectiveness

advantages of the effect of COVID-19 pandemic to the reading ability of

grade 7 students for S.Y. 2022-2023.

 References

Domingue B (April 1 2021) Has COVID-19 crisis affected reading

development.

https://l.facebook.com/l.php?u=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fbold.expert%2Fhas-the-

covid-19-crisis-affected-reading-

Kuhfeld M, Solad J, Tarasawa B, Johnson A Ruzek E, Lewis K (December 3

2020) How is COVID-19 affecting student.

https://l.facebook.com/l.php?u=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fwww.brookings.edu

%2Fblog%2Fbrown-center-chalkboard%2F2020%2F12%2F03%2Fhow-is-

covid-19-affecting-student

Ciotti M, Ciccozzi M, Terrinoni A, Jiang W, Wang C & Bernerdini (Jun 12

2020) The COVID-19 pandemic.

https://l.facebook.com/l.php?u=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fwww.tandfonline.com

%2Fdoi%2Ffull%2F10.1080%2F10408363.2020.

Domigue B, (April 1 2021) Has the COVID-19 crisis affected reading

development.

https://l.facebook.com/l.php?u=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fbold.expert%2Fhas-the-

covid-19-crisis-affected-reading-

Boudeguer, Maria E.; Cowan, Ronayne (1992).

https://l.facebook.com/l.php?u=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fscholar.google.
 SURVEY QUESTIONNAIRE

“THE EFFECTS OF COVID-19 PANDEMIC TO THE READING ABILITY OF

GRADE 7 STUDENTS OF KITUB-BAO HIGH SCHOOL”

Dear Participant,

We are currently conducting our Research entitled “THE EFFECTS

OF COVID-19 PANDEMIC TO THE READING ABILITY OF GRADE 7
STUDENTS OF KITUB-BAO HIGH SCHOOL” with this we are going to
gather information in Kitub-Bao High School for every selected student who
is experiencing the said issue. Furthermore, as we gather the said
information expectedly that we the researchers will respect the
confidentiality of the answers of every participant.
Please fill up this questionnaire with utmost honesty. Thank you so
much and God bless you.

I. SOCIO-DEMOGRAPHIC PROFILE

Name: _________________________________________ Sex: _________ Age: _______

Family Size: ___________________
Parent’s Monthly Income (in pesos): ____________________________________

II. READING ABILITY OF STUDENTS

Direction: Using the 4-point scale shown below. Rate the following
questions by placing a check in the box. Please answer the question honestly.
Do not leave each item unanswered.

Legend: 1-Strongly Disagree; 2-Disagree; 3-Agree; 4-Strongly Agree

Items 1 2 3 4
1. I can’t properly pronounce constant blends.
2. I can’t read straightaway.
3. I can read basic words.
4. I can read 2-3 syllables at a time.
5. I can read 4-5 sentences at a time.
6. I feel uninterested when there’s no one to teach me.
7. I feel anxious.
8. Unfamiliar words are uneasy to read.
9. I got tired and bored when reading long
sentences/paragraph.
10. I don’t read a lot.