5 Zuper Duper Finale

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LEVELS OF READING COMPREHENSION OF GRADE 4 PUPILS OF VISTA

ALEGRE ELEMENTARY SCHOOL UNDER MODULAR LEARNING
PLATFORM: BASIS FOR A PROPOSED REMEDIAL PROGRAM
A Thesis Presented to the Faculty of the

Teacher Education Department
of Bacolod City College
In Partial Fulfillment of the Requirements for the Degree

Bachelor of Elementary Education
by:
Cortez, Edjen Moreno

Diamante, Josephine Marande
Dimo, Rhealyn Herdon
Facundo, Erica Belleza
Pasia, Angelica Lamag
Perfas, Jerlyn Mae Robles
Quilago, April Mae Monihague
Tacardon, Charis Nicole Francisco
Tejada, Pamela Fejidero
May 2022
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BACOLOD CITY COLLEGE

TEACHER EDUCATION DEPARTMENT
APPROVAL SHEET
This thesis entitled “Levels of Reading Comprehension of Grade 4 Pupils of

Vista Alegre Elementary School under Modular Learning Platform: Basis for a
Proposed Remedial Program” presented by Edjen M. Cortez, Josephine M.
Diamante, Rhealyn H. Dimo, Erica B. Facundo, Angelica L. Pasia, Jerlyn Mae R.
Perfas, April Mae M. Quilago, Charis Nicole F. Tacardon, Pamela F. Tejada in
partial fulfillment of the requirements for the degree of BACHELOR IN ELEMENTARY
EDUCATION. It was evaluated and approved by the Panel of Evaluators.
JONATHAN E. GALANG, LPT, MAT

Adviser
PANEL OF EVALUATORS
EFREN B. LANASE, LPT, MBA JUNALYN C. LIBIRAN, LPT, MAED

Member Member
ELIAS T. ALIAS, LPT, Ph.D.

Chairman
Accepted and approved in partial fulfillment of the requirements for the degree of
Bachelor in Elementary Education with grade of PASSED.
ELIAS T. ALIAS, LPT, Ph.D.

Dean of Instruction
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ACKNOWLEDGEMENT
The researchers would like to express their gratitude to Mr. Jonathan E. Galang,
LPT, MAT, their teacher mentor and served as their grammarian who made this effort
possible. His support and advise that guided them through the entire process of writing
their thesis paper, as well as Mrs. Ofelia T. Posecion, Ph. D., LPT, their research subject
teacher.
Thank you to Mr. Elias T. Alias, Ph. D., LPT, the Dean of Instruction, for
suggesting that they will conduct their survey, and to the Principal of Vista Alegre
Elementary School, Mr. Wilmar Tumbali, for allowing them to conduct a survey at their
school.
The researchers would like to thank the three advisers of the Grade IV pupils of
Vista Alegre Elementary School for their support and cooperation with the research
instrument.
The researchers would also like to thank their questionnaire validators, Mr. Melito
A. Samodio Jr., MEd-RLL, Mrs. Arsenia D. Juanero, Ph. D., LPT and Mrs. Rhoda
Lamayo, LPT.
Thank you also to Mr. Carl Coniendo, who served as their statistician and shared
his knowledge by solving the statistical results.
To Mrs. Phyllis Dee J. Sales, they give their thanks for sharing her home with
them, the warm accommodation and the sponsorship, as well as Mrs. Arsenia D. Juanero,
Ph. D., LPT, for her sponsorship and support.

iv
The researchers would like to express their gratitude to Ms. Michelle Monocay
for allowing them to borrow her thesis paper, which served as a guide as they worked on
their thesis, as well as for sharing a credible source for their literature references.
The researchers would like to thank the panel members for making their defense a
fun experience and for your insightful comments and suggestions.
The researchers are grateful to the respondents, the Vista Alegre Elementary
Grade IV pupils, for contributing so much to their thesis paper.
The researchers would also like to express their gratitude to their respective
families for their unwavering support and understanding during the study and thesis
writing. Their heartfelt prayers have kept the researchers to move forward.
Finally, the researchers want to express their gratitude to God for guiding them
throughout their challenges. They have been following his advice day by day. He was the
one who allowed them to complete their thesis paper. They shall continue to put their
faith in Him for their future.

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DEDICATION
This worthwhile research study is whole-heartedly dedicated to:
Almighty God for the guidance and wisdom, that we might attain our dreams and
aspirations.
Our ever-ever, supportive families have been the source of our inspiration and
encouragement for us not to give up and not to lost hope.
Our supportive Action Research Adviser, Dean of Instruction,
Administrator, Faculty and Staff push us to the limit: thus, we learn to be stable despite
pressures.
The Grade 4 Pupils of Vista Alegre Elementary School who were part of our
journey, and to our friends who undoubtedly gave their hands in this study.
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ABSTRACT
This is a descriptive research that intends to establish the level of reading comprehension
of Grade 4 pupils at Vista Alegre Elementary School using a modular learning platform
as the basis for a proposed remedial program, when considered as a whole and
categorized according to the aforementioned variables: age, sex, and family income. The
study's respondents are 100 fourth-grade pupils from Vista Alegre Elementary School.
The instrument, a self-created questionnaire that underwent a validity and reliability test,
consisted of 20 questions separated into two categories: critical and literal. One-way
ANOVA, Frequency and Percentage, and the Z-test were used to analyze the data. The
profile clearly demonstrates that the majority of Grade 4 pupils are younger in age. In
terms of sex, there are more females than males. The majority of the respondents came
from low-income families. When the respondents were grouped by age, sex, and family
income, based on the specified categories: critical and literal, the degree of reading
comprehension of pupils is altered. The alternative theory is therefore accepted. When
responses are grouped into two categories: critical and literal, the degree of reading
comprehension of the pupils is altered. The alternative theory is therefore accepted. When
pupils are classified into two categories: critical and literal, the results of the data analysis
show that their reading comprehension levels are influenced. The findings of data
analysis indicated that when Vista Alegre Grade 4 Pupils are classified by age, sex, and
family income, there is a significant disparity in their reading comprehension levels.
Keywords: reading comprehension, literal, critical, modular learning, remedial

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TABLE OF CONTENTS
Page
Title i
Approval Sheet ii
Acknowledgement iii
Dedication v
Abstract vi
List of Content vii
List of Tables x
List of Figures xi
CHAPTER 1 INTRODUCTION
Background of the Study 1
Statement of the Problem 4
Statement of the Hypothesis 5
Scope and Delimitation of the Study 5
Significance of the Study 5
Definition of terms 7
Review of Related Literature and Studies 9
Theoretical Framework 34
Conceptual Framework 35
CHAPTER II METHODOLOGY
Research Design 37
Respondents of the Study 37

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Sampling Method 38
Research Instrument 38
Validity of the Data 39
Reliability of the Data 39
Data Collection Procedures 40
Data Analysis Procedures/Statistical Treatment of the Data 40
Statistical Treatment of the Data 40
Ethical Standard 43
CHAPTER III PRESENTATION OF RESULTS AND DISCUSSION
Profile of Respondents in Terms of Variables of
Age, Sex, Family Income 44
Level of Reading Comprehension of Grade 4 Pupils and
When Grouped According to Age 45
When Grouped According to Sex 47
When Grouped According to Family Income 49
Significant Difference in Literal Level When the
Respondents are Grouped According to Age 50
Respondents are Grouped According to Sex 51
Respondents are Grouped According to Family Income 51

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Significant Difference in Critical Level When the
Significant Difference in Critical Level When the
CHAPTER IV SUMMARY OF THE FINDINGS, CONCLUSION AND
RECOMMENDATION
Summary of the Findings 55
Conclusion 56
Recommendations 57
CHAPTER V READING COMPREHENSION ENHANCEMENT PROGRAM
Introduction 60
Brief Description of the Program 60
Program Thrusts 61
Program Objectives 61
Remedial Program for Literal Level Pupils 62
References
Appendices
Appendix A Transmittal Letters
Appendix B Research Instrument
Appendix C Validation Form
Curriculum Vitae
x
LIST OF TABLES
Tables Page
1 Verbal Interpretation 41
2 Profile of Respondents in terms of Variables of
Age, Sex, Family Income 44
3 Level of Reading Comprehension of Grade 4 Pupils and
When Grouped According to Age 45
When Grouped According to Sex 47
When Grouped According to Family Income 49
6 Significant Difference in Literal Level When the
9 Significant Difference in Critical Level When the
10 Significant Difference in Critical Level When the

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LIST OF FIGURE
1 Schematic Diagram of the Conceptual Framework of the study 36

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CHAPTER I
INTRODUCTION
Background of the Study
Reading, according to Anderson et al. (1985), is the act of extracting meaning
from written materials. It necessitates the coordination of numerous relevant data sources.
Reading, according to Wixson, Peters, Weber, and Roeber (1987), is a process of
meaning creation that includes (a) the reader's prior knowledge, (b) the text information,
and (c) the reading environment.
The Coronavirus is affecting the foundations of the educational system. The
traditional classroom setting has vanished and has been inadequately replaced by distance
learning affecting the daily rhythm and routine for all. Every student are working through
the struggles during the time of pandemic, finding ways to adapt the new normal and
finding ways to learn on how to read and understand what they read. As observed, many
of the pupils with learning disabilities experience poor comprehension due to their failure
to read and understand the texts while reading. Many of the pupils struggle with reading
comprehension and this can put a serious strain on a child. A child struggles in reading
due to the limited experience with books, speech and lack of adequate instruction.
Reading difficulties can cause trouble in other areas of learning of a child's including
writing, spelling, fluency and comprehension. These barriers make it very hard for the
pupils to perform well. Also, based on the observation, that many of the pupils are having
a hard time on how to read and comprehend in English.

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Reading comprehension is described by Kintsch (1998) and Van Dijk and Kintsch
(1983) as the process of extracting meaning from text. The goal is to comprehend the text
as a whole rather than to deduce meaning from individual words or sentences. Reading
comprehension is defined as the mental representation of a text's meaning when it is
paired with the readers' prior knowledge.
On the other hand, Modular learning approach refers to a type of learning delivery
in which the teacher and the pupils are physically separated during the course of
instruction. Modular Distance Learning (MDL), Online Distance Learning (ODL), and
TV/Radio-Based Instruction are the three varieties of this mode of instruction. The
modular approach is a new way of thinking in education that moves away from
traditional methods of instruction and toward an outcome-based learning paradigm.
Modularization is based on the notion of breaking down a curriculum into small discrete
modules or units that are self-contained, non-sequential, and usually short in duration
(Dejene, 2019).
Pupils are completing their studies mostly through modules in the midst of the
epidemic since modular learning platforms are more convenient for them, especially for
those who do not have internet connection. Modular learning approach enables learners
to learn at their own pace, promotes independency when it comes to studying and allows
student to apply existing knowledge. Learning must be continuous, yet the situation was
changed when the pandemic strike, and educational approaches are also changing, which
may cause pupils to struggle to absorb learnings.
Some of the researchers have come across pupils in Grade 4 who are having
trouble in reading and comprehending what they have read. Rather than teaching and
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developing the student's knowledge, capabilities and comprehension by guiding the
student to answer the module based on understanding and knowledge, the parent read and
comprehended what was written on the module, and the parent was also the one who
answered the activities, while the student copied the answers on the paper without
knowing what they were and did not comprehend what was on the module. As a result,
the researchers can tell that the pupils have no learnings at all when this kind of method
or approach will still continue.
In the midst of pandemic, pupils are finding it difficult to adopt knowledge and
improve their skills, particularly because there are no activities that allow them to put
what they've learned into practice, as John Dewey put it, "learning by doing." Pupils are
finding it difficult to learn and adopt from this new educational system in which there is
no interaction between teachers and pupils, and learners are unable to comprehend the
lessons given to them through modules.
This issue was chosen for research because learners, on average, utilize their
reading skills almost every day. This is to see if learners can fully comprehend what they
are reading in their self-learning modules. This research is significant because it allows
pupils to understand their reading comprehension abilities as well as their strengths and
shortcomings in reading. This study, as claimed by the researchers, allows pupil's reading
comprehension levels to be assessed, to determine if they are at a level of literal or
critical. Some pupils may have difficulties comprehending what they have read, and some
may already have developed their reading comprehension skills to the point that they are
fluent in reading, can learn efficiently, and can comprehend. Researchers will propose a
remedial program for pupils who will be placed at the literal level. This proposed
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remedial program may help the pupils enhance their reading comprehension skills so that
they can understand not just the text but the whole context of what they have read.
Statement of the Problem
The main objective of this study is to assess the levels of reading comprehension
of Grade 4 Pupils of Vista Alegre Elementary School Year 2021-2022 under modular
learning approach. This study aimed to determine the levels of pupils’ reading
comprehension; whether they are in literal or critical levels.
Specifically, it sought to answer the following questions:
1. What is the profile of the respondents according to related variables:
a. Age,
b. Sex,
c. Family income?
2. What is the pupil’s level of reading comprehension when they are grouped
according to the following categories:
a. Critical level,
b. Literal level?
3. Is there a significant difference in the levels of reading comprehension of grade 4
pupils in terms of literal levels when grouped according to the following variables:
age, sex, family income?
4. Is there a significant difference in the levels of reading comprehension of grade 4
pupils in terms of critical levels when grouped according to the following variables:
age, sex, family income?

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Statement of the Hypothesis
1. There is no significant difference between the levels of reading comprehension of
Grade 4 Pupils of Vista Alegre when grouped according to: age, sex and family
income based on the selected categories: critical and literal levels.
2. There is no significant difference in the levels of reading comprehension of Grade 4
pupils in terms of literal and critical levels.
Scope and Delimitation of the Study
The study is limited on determining the levels of reading comprehension of Grade
4 pupils under modular learning platform for the School Year 2021-2022 as basis for a
proposed remedial program. The respondents of the study represent the whole population
of Grade IV pupils of Vista Alegre Elementary School as of School Year 2021-2022.
There are 139 pupils enrolled for the school year 2021-2022. Thirty-nine pupils are
randomly selected and will be the subjects for our reliability test and the remaining 100
pupils will be our study's respondents.
The researchers' goal is to figure out which level of reading comprehension the
pupils at. The analysis was limited to two levels of reading comprehension: Literal and
Critical. The data results from the study would only be quantified from the instrument
stipulated by the researchers. Variables not mentioned in this study are not included.
Significance of the Study
This study intends to determine the levels of reading comprehension of Grade 4
pupils in Vista Alegre Elementary School for the school year 2021-2022 as basis for a
proposed remedial program. This study may help the teaching and learning field in terms
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of enhancing and developing the reading comprehension ability of pupils that will be
useful in the future. The results of this study would be beneficial to the following:
College Administrator. The results of this study will provide the school administration
to cite basis for curriculum improvement pertaining to program for pupils when it comes
to the reading comprehension.
Dean of Instruction. The findings of this study coordinate the instruction of pupils,
design curriculum, and fostering a positive atmosphere for an academic institution and
can motivate pupils to succeed and coach teachers to become better educators.
Principal. The findings of this study will enable the school head to make some
adjustments or create program of innovation to enhance pupils’ reading comprehension in
the school.
Teacher. The results of the study is to give information to the teachers about the reading
comprehension ability of pupils especially the strengths and weaknesses. In that way,
they will be aware of what teaching strategies and approaches are appropriate to develop
the reading comprehension of the pupils.
Parents. The findings of this study will be beneficial for the parents because they will be
able to help their children develop their ability in reading. They can allot time to have
reading activities with their children at home to help enhance their reading
comprehension.
Pupils. The results of this study will allow them to evaluate their reading comprehension
ability and know their weaknesses and strengths on reading. They will attend or
participate on the activities that will enhance/develop their reading comprehension.

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Present Researchers. The findings of this study are beneficial to present researchers for
this study will serve as basis that a new learning style or strategies to enhance reading
comprehension will be discovered and created to benefit the pupils.
Future Researchers. The results of this study would help the future researchers to be
aware and knowledgeable about reading comprehension. It would help them to be a better
analyst and use the study for reference for further studies in the future.
Definition of terms
In this study, the following terms are to be defined conceptually and
operationally, for emphasis and clarity of understanding.
Age. Conceptually, this term is referred to as the period of time someone has been alive
or something has existed (http://dictionary.cambridge.org/dictionary/english/age2021).
Operationally, the meaning of younger age and older age as an independent variable in
this study refers to the number of years a student-respondent has lived.
Sex. Conceptually, along with one’s biological and physical attributes or traits, this term
refers to the complex interrelationship between those traits and one’s internal sense of
self as male, female, both or neither as well as one’s outward presentations and behaviors
related to that perception (Medical News Today, 2021).
Operationally, this term refers to one of the three study variables assumed to influence
the levels of reading comprehension. In this study, a student’s sex is either male or
female.
Family Income. Conceptually, it is the primary income and receipts from other sources
received by all family members during the reference period, as participants in any
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economic activity or as recipients of transfers, pensions, grants, interests, food and non-
food items received as gifts by the family (psa.gov.ph, 2008).
Operationally, this term refers to one of the three study variables assumed to influence
the levels of reading comprehension. In this study, family income may identified as low
income, middle income and high income.
Reading Comprehension. Conceptually, a reading comprehension exercise's
effectiveness depends on how well the reader's abilities, the text's level of difficulty, and
the task's definition match up. Through dialogue and collaboration with print, reading
comprehension is the process of both creating and deriving meaning. (Science Direct,
2010).
Operationally, reading comprehension is being measured using two categories: the literal
and critical level, to assess the ability of the respondents which are the Grade 4 pupils.
Modular Learning. Conceptually, modular learning employs learning modules that
allow pupils to learn independently. Modular learning is a type of distance learning that
employs Self-Learning Modules (SLM) based on the most essential learning skills
(MELCS), which are established by teachers with the help of curriculum developer
(Regoniel, P., 2021).
Operationally, the term refers to the mode of learning of the respondents.
Remedial Program. Conceptually, denoting or relating to special teaching, teaching
methods, or material for backward and slow learners: remedial education (Collins English
Dictionary, 2012).
Operationally, remedial program refers to the program the researchers will develop to
enhance the reading comprehension of those pupils belonging to the literal level.
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Critical level. Conceptually it is defined as expressing or involving an analysis of the
merits (Oxford Languages).
Operationally, as used in the study, critical levels refers to the ability of the reader to
comprehend the text using his or her past knowledge and thoughts.
Literal Level. Conceptually, it is the understanding of information and facts directly
stated in the text (education.nsw.gov.au).
Operationally, literal level refers to the most basic level of comprehension of a student.
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a review of conceptual research and research literature and
studies both foreign and local, related to the level of critical and literal reading
comprehension of Grade 4 Pupils of Vista Alegre Elementary School S.Y. 2021-2022
under modular learning approach.
Foreign Literature
Comprehension
According to Veeravagu (2010), comprehension is "a thinking process in which
the reader select facts, information, or ideas from printed materials; determines the
meanings the author intended to transmit; determines how they relate to prior knowledge;
and judges their appropriateness and worth for meeting the learners' own objectives."
Comprehension refers to your capacity to comprehend what you've read. Pupils will be
able to understand the context and the definition from the text through comprehension.
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Teaching reading comprehension, according to Stetter & Hughes (2010), can be
done by explicitly teaching students how to use certain strategies to increase their reading
comprehension skills. A variety of reading comprehension tactics have been used as
successful aids for increasing pupils' comprehension of written materials. Graphic
organizers (DiCecco & Gleason, 2002), collaborative strategic reading (Vaughn et al.,
2011), peer-assisted learning method (Rafdal et al., 2011), story-mapping (Zahoor &
Janjua, 2013), and self-questioning are some of these strategies (Rouse, Alber-Morgan,
Cullen, & Sawyer, 2014). These tactics may aid pupils in improving their understanding,
which is a quality that everyone requires throughout their lives.
The Acquisition of Reading Comprehension Skill
As stated by Ahmadi and Gilakjani (2012), reading strategies have a favorable
impact on readers' reading comprehension skills. This reading technique improved the
reading ability of both experienced and inexperienced readers. Readers used a variety of
reading methods and were aware of when, how, and why they should be used during the
reading comprehension process. Learners who study reading methods aim to discern the
primary point of a paragraph, elaborate on unclear words, phrases, or sentences, and
summarize their reading, according to Ahmadi and Gilakjani (2012). These tactics assist
readers in solving challenges while they read texts and evaluate their plans and results.
Readers who strive for coherence in their representation of a text must be able to monitor
their comprehension. Monitoring allows the reader to verify his or her understanding and
to make repairs where this understanding is not sensible. The acquisition of
comprehension skills of low and high achievers in inferential category reveals irregular
pattern. This study reveals that low and high achievers comprehend show a variety of
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ranks/levels of understanding. The reason could be that whether students are of low and
high achievers, both encounter different difficulty in making inference.
Biggs (1999, as cited in Sadiq, 2014) characterized modular learning as an
approach in which the focus is on learning outcomes and the effectiveness of the method
is dependent on the ability to relate results to student learning and course design. This
technique of learning encourages pupils to learn at their own pace and in their own
fashion. According to Friestad-Tate, Schubert, and McCoy (2014), employing a modular
learning strategy can lead to misinterpretation, which can lead to students
miscommunicating the notion contained in the modules.
For decades, the most common mode of learning has been face-to-face classrooms
in which lecturers and students interact. Changing ideas, sharing their perspectives, and
forming positive relationships with one another can lead to a communicative classroom
atmosphere. As the pandemic spreads, the words of the Greek philosopher Heraclitus
(535 BCE) ring true: "Change is the only constant in life." Changes occur in people's
lives, and the educational system's approach to learning has also altered, and students are
continuing to adapt to the situation.
The study of Dochy (1989) states that the learner is the most crucial element in
modular learning. The author explains that while it may be difficult for pupils to adapt
knowledge using this strategy, students are letting themselves to explore and venture all
of the previous learnings and apply them to a new circumstance. Modular learning allows
students to apply existing knowledge to a variety of disciplines, as well as to learn at their
own speed, become accountable for their own studies, and become self-sufficient. The
researcher evaluated the module as a tool of learning to assess the students in the paper
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“Modular Approach to Teaching and Learning English Grammar in Technical
Universities”. Modules are a collection of learning opportunities grouped around a given
topic and include aspects such as education, specified objectives, learning activities, and
self-assessment and evaluation utilizing criteria-referenced measurement. The students of
modular syllabuses do better in this experiment, as shown in this article.
Disadvantages may arise from this learning style; according to an article
published by India Education, students are more likely to be distracted by their
surroundings, making it difficult for them to focus on their studies. They discovered one
major disadvantage of remote learning while conducting a survey of 58 second-year
students of the Moscow State Regional University physical culture department, according
to the journals of BIO Web of Conferences 26, 00058 (2020). As they analyze and
evaluate the survey results, they find that the modular learning approach has a number of
drawbacks, including a lack of personal contact between the teacher and students, issues
with cheating and student identification, a low level of practical skill formation, inability
to master some special disciplines, and a lack of practical training.
Robinson (1992, as cited in Insigne, n.d.), found that individualized instruction
and evaluation are closely related to the concept of proficiency learning when most
students consistently acquire learning goals at a high level. It is a component of
systematic teaching related to understanding, improving and applying the principles
learned at a particular point in time.
With respect to tutoring, which is a strategy of a modular approach, Lewis (1993)
begins by using it as a collective representation of tutoring to measure an individual's
uniqueness, that is, the degree to which individuals in a group are similar to each other.
13
Creager (1996) listed some of the benefits of using materials using a modular
approach. It is: (1) Self-teaching units allow teachers to focus on student deficiencies that
need correction. (2) You need to cover topics that your students are already familiar with.
(3) Provides a way to assess student progress.
The Effect of Modular Education in School drop-out
According to Dejene & Chen (2019), modularization is based on the concept of
dividing content into smaller, discontinuous units that make it easier to carry material.
Student credits will be accumulated to apply for a certain number of credits. This module
is a self-contained unit of work, a teaching method aimed at acquiring skills and abilities
in individual units. Modules are courses that can be combined with other similar courses
to form a specialty in this area. Each unit or module is part of an extended learning
experience that leads to a particular certification and requires a given number of units or
modules.
In addition, Mazkeraj & Witte (2019), Modular Teaching is a way to divide
teaching into smaller pieces. Each module is designed to allow students to obtain a partial
certificate. This study assesses the impact of modular education on reducing early
dropouts and whether it is an effective solution. This study uses the introduction of
modular education in Belgium to provide information on changes in education policy.
Using the differential design, the results show that modular education can reduce school
dropouts by 2.5%. The greatest effect was observed among foreign-born students.
Therefore, modular schools prove to be a successful policy for increasing enrollment and
reducing ethnic inequality. In terms of employment rates, students enrolled in modular
education are more likely to work overtime and earn higher incomes.
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Modular Approach to Teaching and Learning English Grammar in Technical
Universities
A module is considered to be a set of learning opportunities organized around a
well-defined topic which contains elements of instruction, specific objectives, learning
activities and self-assessment and evaluation using criteria-referenced measurement.
According to Bashmakova (2014, as cited in Ibyatova, 2018) learners can
independently study the proposed program thanks to modular teaching methods including
objectives, theoretical information, hands-on exercises, and final tests. Modules are
designed as learning materials to help students self-assess and become more independent
in their research.
Iovleva (2016, as cited in Ibyatova, 2018), stated that the term "module" is a term
as a complete unit of a particular discipline that contributes to the formation of one or
more universal and professional abilities of a student designated in a basic education
program.
Local Literature
Grappling with the learning modules: Experience of Public Elementary Pupils
Attending English Written Modular Classes
According to Panganiban, G. L., & Madrigal, D. V. (2021), one of the educational
ideas spawned by the pandemic is modular distance learning. The adoption of this form
of learning delivery has thrown teaching and learning into disarray. The pressing need for
modular classes has been this particular difficulty. It entails planning and organizing in
order to improve learning. The predominant language of instruction in education is
English, and most of the modules are written in the supplied language, placing additional
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problems and expectations on school students. As a result, this research uses a qualitative
methodology and a phenomenological technique to investigate the students' lived
experiences in answering English-written modules. The study included eight Grade 6
students who were chosen using a purposive selection technique with some inclusion
criteria. An in-depth interview was used to collect data, which was then evaluated
utilizing a recursive textual analysis helped by Lichtman's 3c's: coding, categorizing, and
conceptualizing. The study found that the delivery modality, curriculum content and
standards, educational equipment and resources, parental competence to provide
assistance, and learners' readiness to read and learn independently all have a significant
impact on the quality of education in the community during this pandemic.
Level of Reading Comprehension of the Education Students
As described by Lim (1998) and Salazar (as cited in Caballero, 2013) assessing
reader’s comprehension will help the teacher discover each child’s (a) independent or
free reading level, (b) instructional reading level, and (c) frustrated reading level. .At the
independent or free reading level, the pupil can read easily and fluently, without
assistance, with few errors in word recognition, and with good comprehension and
recall. The pupil does not need any special preparation in vocabulary or concepts to
understand and enjoy what he is reading. Word recognition and comprehension should
average 90% or better. At the instructional level, the pupil can do satisfactory reading
provided he/she receives preparation and supervision from a teacher, word recognition
errors are not frequent, and comprehension and recall are satisfactory. At this level, a
pupil needs guidance to learn some vocabulary and to understand basic concepts in the
material. Word recognition and comprehension are 75% or better.

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At the frustration levels, the pupil’s reading skills break down, fluency disappears,
word recognition errors are numerous, comprehension is faulty, recall is sketchy, and
discomfort becomes evident. At this level, the pupil finds the material very difficult.
He/she shows signs of tension, and vocalization is present (even if the lesson is read
silently). Word recognition and comprehension are below 75%.
Tadena (1987) argues that understanding spoken language and printed paragraphs
involves very complex mental manipulations that are far different from simply absorbing
or adopting a particular idea or set of ideas did. Understanding is always partial,
incomplete and very personal. It is a highly selective activity. People may listen and read
at different times for very different purposes.
As a result, understanding is an important talent for kids to possess. It will aid in
the dissemination of information and comprehension of a situation. It may take time to
develop and a long process to complete, but it is quite beneficial. Students will no longer
struggle to comprehend the meaning of the text as their comprehension skills improve.
They will gain more knowledge as well as valuable life skills.
Reading Comprehension Level and Vocabulary Skills of Grade 2 Pupils and their
Academic Performance in English of St. Paul University Philippines
As described by Hernandez (2015), reading is the foundation for all other study
skills. It is one of the most valuable abilities one may have. Reading is a difficult process.
As a result, it cannot be taught separately. Furthermore, reading entails not just the ability
to detect written or printed words, but also the ability to interpret what you've read and
form a coherent opinion about what you've read. Reading is also a way to learn a new
language, communicate, and share knowledge and ideas. It is a complicated interaction

17
between the text and the reader, which is molded by the reader's past knowledge,
experiences, attitude, and linguistic community, which is culturally and socially placed,
much like all languages. Continuous practice, development, and refinement are required
for the reading process. Reading is a two-way interaction between the reader and the text
that leads to comprehension. The text is made up of letters, words, phrases, and
paragraphs that encode information.
Reading comprehension refers to the ability to comprehend what we read, in
which words have meaning and texts have context. People with strong reading
comprehension skills can read fluently, learn efficiently, problem-solve, strategize,
comprehend, and thrive in life. Many students fall behind if they lack reading
comprehension skills. Because the purpose of all reading is to extract meaning from the
printed page, reading comprehension is the heart and goal of reading. One could hesitate
to call a student's reading if they say words in a book without understanding what they
imply. Reading is regarded as one of, if not the most significant, fields of education.
Vocabulary and Reading Comprehension as a Measure of Reading Skills of Filipino
Children
According to the study of Cayubit (2012), higher order skills and functional
literacy are necessary for a Filipino child to develop. It goes without saying that any
Filipino child with adequate reading abilities has a better chance of succeeding in school
than a child with low reading skills, and those with weak reading skills are more often
than not diagnosed with reading handicap when properly examined. Poor reading skills
manifest themselves in a variety of ways, including poor comprehension and incorrect
pronunciations. If proper intervention is not provided early on, the child's academic,
18
social, and psychological development may be harmed. As a result, a timely and accurate
identification of reading difficulty appears to be critical. The goal of this study is to create
a new reading ability or skill test (Vocabulary and Reading Comprehension) that may be
employed in the above-mentioned situation.
The Modular Method Utilizes Pre-programmed Materials
As determined by Malik, S.K. (2012), Modular teaching approach is an expansion
and advanced shape of programmed instruction/learning. The trend of using modules as
teaching-learning approach is getting to be very popular in later times. In this approach
the instructor uses teaching modules arranged for particular purposes instep of traditional
reading material. Module as a unit of instructing activity and learning communicated as
an approximate number of hours of study. The module will be self-contained in spite of
the fact that certain combinations of modules may represent a progression through the
educational programs. This change is due to the reason that in almost last decade learning
speculations have moved from a stimulus-response point to information processing. It
helps students in understanding complex and difficult concepts. In educational setting, in
present the shift has moved from conventional instructing approach to be measured
teaching approach.
Rodeiro & Nadas (2011) states that the proponents of modular schemes claim that
their benefits are in terms of curriculum versatility (number and timing of modular
examinations), short-term evaluation targets, daily input, re-sit opportunities and
increasing encouragement among students. The modular assessment is criticized for
fragmenting learning, students joining assessments unprepared, over-teaching for the
exam, and assessment overload. Furthermore, people are claiming that GCSEs are
19
becoming less and less demanding due to their being less difficult, which has caused a
decline in confidence in the qualification as a whole.
Comprehension as an Important Skill
Comprehension is an important skill for pupils to have. "Students need reading
comprehension abilities to adequately meet the educational goals and expectations that
are necessary in classroom settings," (Ruiz, 2015). Students must first improve their
understanding before they can comprehend a book. The importance of having a
comprehension is that, it will assist students in constefining the word's meaning;
retrieving information from prior knowledge; and connecting information from what they
have read to their background knowledge.
Foreign Studies
Effect of Self-learning modules
Dr. Ranjit Kaur, Gurpeet Singh and Dr. Shamshir Singh (2017, as cited in
Magtibay, 2021) defined that a self-learning module is a collection of learning exercises
designed to make it easier for pupils to learn and demonstrate a specific ability. The
possibility of self-pacing, individualization, personalization, independent study, and
different modes of education rises with modularization. It also enables precise targeting
for the growth of particular competencies. A module is a piece of content that is self-
contained, self-paced, and self-learning. A module is a collection of activities created to
make it easier for the student to demonstrate particular goals.
In accordance with Carry (1994, as cited in Insigne, n.d.), "the modular approach
uses programmed resources that have been meticulously ordered in a logical sequence in
20
which the student goes at his own pace, with each of his responses being immediately
validated or corrected.
Additionally, Alelaimat (2012) claims that the most popular mini instructional
a tiny instructional unit (modules) that adheres to the self-education technique and
individualization principles. The unit has special goals as well. To help the learner
accomplish the objectives and increase mastery, it also activates as it is done in a logical
order. The self-learner can learn the fastest since it is done in a logical order and
establishes an adeptness limit that is reached in accordance with the speed of the self-
learner.
According to Joyce (2020, as cited in Alelaimat, 2012), modular education
shortens the learning period and permits more instant advances in aptitude and worth.
Working professionals can pick up new abilities more quickly while still doing their jobs,
which benefits them by giving them more skill and credentials concurrently rather not
merely at the end. It enables you to customize your education to the particular
requirements of your job chances. To better prepare yourself for data science jobs, you
can add a specific certificate or portion of a degree to your education. This will make it
easier for you to combine humanities and technology skills, communication and coding
skills, and analytical and design skills.
Reading comprehension, according to Gough and Tunmer (1986), is the result of
word decoding and linguistic comprehension. It necessitates the coordination of multiple
linguistic and cognitive processes, including, but not limited to, word reading ability,
working memory, inference generation, comprehension monitoring, vocabulary, and prior
knowledge (Perfetti, Landi & Oakhill, 2005).

21
They offered tactics in this study that will aid learners in developing
comprehension. Teacher modeling, use of the teacher think-aloud technique, and student
practice of reading comprehension strategies are all recommended by the teacher
researchers. Predicting is the first technique; this strategy also allows for greater student
participation, which promotes student attention and improves their comprehension of the
content (Oczkus, 2003). Another reading technique is connection-making. Making
connections allows students to draw on their existing knowledge and relate the text's
ideas to their own experiences. When a reader makes connections between the text's ideas
and their own experiences, beliefs, and events taking place in the outside world, reading
becomes meaningful. Making Connections: Using this method, students will be able to
relate their existing knowledge or experience to something new. Good readers, according
to research, use their experiences and expertise to generate predictions and formulate
ideas while reading (Block & Israel, 2005).
The Effect of Learners’ Motivation on their Reading Comprehension Skill
The ability to understand what you are reading depends on a number of cognitive
and language processes. A distinction between above-the-word-level comprehension
processes and letter- and word-level processes is made by Verhoeven and Perfetti (2008).
Students must be proficient readers both at the letter and word levels. Furthermore, in
order to comprehend a text, one must be familiar with its word meanings (Hoover &
Gough, 1990). At the level above the word, it's necessary to retain textual information
and combine it with prior knowledge. Working memory is a component of these
processes (Daneman & Merikle, 1996 as cited in Muijselaar, 2017).
In A.E. Farstrup & S. J. Samuels (2002), as cited by Pressley, asserts that a

22
reader's ability to forecast the content of a book, relate textual material to prior
knowledge, ask questions as they read, check their understanding of the text, and
summarize what they have read are all signs of effective text comprehension.
Reading comprehension requires the reader’s active extraction and construction of
meaning from text. Many factors can influence the reader’s comprehension of text,
including the other components of proficient reading and the instruction they receive.
Children’s spoken language skills provide a foundation for proficient reading
comprehension but, in the absence of effective instruction, are not sufficient for
developing proficient literacy. Vocabulary, for example, is one of the stronger predictors
of reading comprehension. Children may have the decoding skills required to read an
unfamiliar word, but if the word is not part of their lexicon, they may not be able to attach
meaning to the decoded text. On the other hand, if they cannot decode the word to begin
with, their vocabulary skills will not help them understand what they are reading (C.M.
Connor, S. Al’Otaiba, in Encyclopedia of Infant and Early Childhood Development,
2008).
The capacity to read and comprehend text is connected day by day, however,
when it connects to the educational setting, it has more prominent significance, it leads to
education for life since it impacts connections to the overall personality of the reader. In
this manner, it is significant and important for the learners to build up the deciphering
capacity, likewise having the option to become a competent and skill reader too. Thus,
the reading process really occurs when there is reading comprehension. It is a highly
important skill as a complex process which includes various cognitive and linguistic
aspects (Cunha and Capellini, 2016).

23
The Development of Children’s Reading Comprehension
According to the study of Paris et al., (2014), literacy is defined as the ability to
comprehend the means of printed words and texts which allow people to transmit
messages over time and place, express themselves beyond gestures, and create and share
ideas. Reading words becomes a matter of replicating the sounds of language, repeating
text becomes a matter of memorization and oral training, and writing letters and
characters becomes a matter of copying or scribbling. Making sense of printed words and
communicating through shared texts through interpretive, constructive, and critical
thinking is possibly the most important task of formal education worldwide. Given how
important reading comprehension is for children's literacy and learning, it's surprising
that there are so few theories on the subject.
The Levels of Students’ Reading Comprehension Ability
Text comprehension is a fundamental skill and a working knowledge of the
Indonesian subject curriculum. The study of Wardhana et al., (2020), targeted at
describing the degree of reading comprehension ability and the causes of students'
confusion on reading text material in grade VII of SMP Negeri 06 Rejang Lebong. The
findings reveal that reading comprehension, particularly reading comprehension of
meaning of a text and the context, is still low. It is vital to carry out research on the levels
of reading comprehension of the subjects who were 28 students from class VII from SMP
Negeri 06 Rejang Lebong as a result of these issues. Wardhana et al., (2012), used tests,
observations and interviews as the primary source of their data. The results of their study
shows that students were not used to reading literature, and others were still unable to
read.
24
The Role of Illustrations in Reading Comprehension
According to Schaller (1980, as cited in Spiro, Bruce & Brewer, 2017) this
chapter explores the evidence for and against visuals, with the goal of discovering why
and when they have an impact on comprehension.
The distinction between learning to read and learning from reading is commonly made,
and it approximately corresponds to my categories of illustrative uses.
The following discussion begins with a review of the research that has shown that
drawings are ineffective, if not downright damaging, in the learning of how to decode and
comprehend print. Samuels marshaled the most compelling evidence against the use of
images in children's books. As applied to existing publishing methods, Samuels' pretty
scathing criticism of the pervasive use of graphics in the beginning reading of texts may
be quite valid. According to the findings reported in the preceding sections, the
information content of pictures and their relationship to the text may play a critical role in
determining when an illustration is useful.
Basic Reading Comprehension
The importance of understanding the character of effective reading instruction
within the primary grades can't be overstated (Ankrum, Genest & Morewood, 2017).
Reading comprehension is essential for successful functioning in our society. In virtually
all instances, the goal of reading is to identify the meaning or message of the text at hand.
Doing so involves the execution and integration of many processes. In the current
chapter, we discuss the underlying cognitive processes that support reading
comprehension and link them to the PASS (Planning, Attention, Simultaneous, and
Successive processing) theory of intelligence. This discussion is enriched with empirical

25
data demonstrating the contribution of each of the PASS components to reading
comprehension in adolescent readers. Finally, we discuss specific implications derived
from this research for enhancing learning from texts and reading achievement (Panayiota
Kendeou, George Spanoudis, in Cognition, Intelligence, and Achievement, 2015).
The capacity to read and comprehend text is connected day by day, however,
when it connects to the educational setting, it has more prominent significance, it leads to
education for life since it impacts connections to the overall personality of the reader. In
this manner, it is significant and important for the learners to build up the deciphering
capacity, likewise having the option to become a competent and skill reader too. Thus,
the reading process really occurs when there is reading comprehension. It is a highly
important skill as a complex process which includes various cognitive and linguistic
aspects (Cunha and Capellini, 2016)
Local Studies
The Implementation of Modular Distance Learning
The most common type of distance learning is modular learning, (Ysthr Rave Pe
Dangle and Johnine Danganan Sumaoang, 2020). This learning method is currently used
by all public schools in the Philippines because, according to a survey conducted by the
Department of Education (DepEd), learning through printed and digital modules is the
most preferred distance learning method among parents with children enrolled this
academic year. This also takes into account learners in remote locations who do not have
access to the internet for online learning.
One of the advantages of employing modules for instruction is that pupils develop
greater self-study or learning skills. Students actively participate in understanding the

26
concepts provided in the module. They gain a sense of responsibility as they complete the
tasks in the module. The student’s progress on their own with little or no help from
others. They are learning how to learn and they are becoming more self-assured (Nardo,
M.T.B., 2017). Other benefits of modular instruction include better adaptability of
instructional materials, more choice and self-pacing for students, and more diversity and
flexibility for teachers and staff. This section includes citations to various research,
studies, papers, and websites that are relevant to the subject. It covers the definition,
impacts, and challenges that students faced as they pursued their education using a
modular remote learning approach.
Even though modular distance learning helps students progress significantly,
students still face several challenges when using this style of learning. According to the
study "The Implementation of Modular Distance Learning in the Philippines", some
public schools in the Philippines Secondary Public Schools in the Philippines. During the
School Year 2020-2021, the Balbalayang National High School (BNHS) and Baguio City
National High School (BCNHS) had difficulty implementing modular learning. The main
issues that arose were a lack of school financing for module production and distribution.
Students struggle with self-studying; each student is unique; some students are adept at
self-studying, while others require the support of the teacher or parents to grasp a concept
or learn a lesson. Parents' inability to academically guide their child/children due to a lack
of expertise and lack of sleep and time to answer all the modules due to the great number
of activities, distractions, and lack of focus.
One of the schools in Sulu, Mindanao, particularly the students at Mindanao State
University Sulu in Senior High School struggled with reading comprehension, which was
27
one of the most common problems they faced. According to Wolley (2011), one of the
most significant obstacles that children with learning disabilities face is reading
comprehension, which jeopardizes their academic achievement. According to Blair,
Rupley, and Nichols (2007), those who are unable to comprehend what they are reading
are at a disadvantage in all educational and personal situations. Students must learn these
abilities in order to have and keep a job, as well as successfully engage in many everyday
activities and live independently (Hoeh, 2015; Mahdavi, & Tensfedlt, 2013).
Comprehension is useful not only in school but also in everyday situations.
The Implementation of Modular Distance learning
The school system in our country has transformed as the COVID-19 pandemic
spreads. From face-to-face classes to modular learning, there's something for everyone.
It is the Department of Education's alternate method and strategy to ensuring the
continuity of each student's learning. Modular learning is a type of distance learning that
use Self-Learning Modules (SLM) based on the Department of Education's most
essential learning capabilities (MELCS). According to Guido (2014, as cited in Pe
Dangle, 2020), modular distance learning is a method that consists of a succession of
activities that begin with instructional instructions directed at the learners, followed by
explanations, exercises, and generalizations. It is now the preferred method of
delivering information and knowledge to students; while it may have positive impacts,
it also has drawbacks that students must deal with.
Students choose the learning strategy they want to use before commencing their
enrollment, and most students choose the modular learning technique. According to data
collected by the DepEd through surveys, notably the DepEd's National Learner
28
Enrolment and Survey Forms (LESFs), 8.8 million out of 22.2 million registrants (39.6%
of total respondents) chose modular distance learning for the coming school year.
Meanwhile, 3.9 million students (17.6%) preferred blended learning (which combines
many modalities), 3.8 million (17.1%) preferred online learning, and 1.4 million and
900,000 students selected TV-based and radio-based learning, respectively. Most parents
and kids prefer a modular learning mode since it is more convenient for them, especially
for those who do not have access to technology or the internet.
Modular learning is one of the learning approaches that can help students become
more self-sufficient in their studies. It is highly handy for all students to learn and
develop themselves in self-study by using modular learning as one method of learning.
According to Nardo, M.T.B. (2017), pupils are learning how to learn and are becoming
more empowered. They become valuable when they learn to manage their time and may
challenge themselves to learn by their own understanding, allowing them to progress with
or without the help of their teachers or parents. When compared to traditional teaching
methods, modular education is more effective in teaching-learning ways since students
learn at their own pace. It is an unlimited self-learning process in which students are
stimulated and their interest is piqued by quick reinforcement, such as a comment on a
practice exercise (Ambayon, 2020).
Lim (2016) came to the conclusion that using instructional modules in the
classroom is an effective teaching strategy. Modular learning is an efficient learning
method in which students learn on their own to acquire knowledge and build abilities.
According to Sadiq (2014), as compared to traditional teaching approaches, modular
teaching is more successful on university students in the teaching-learning process

29
because kids study at their own pace with this modular method. Students assist
themselves in developing a sense of responsibility for completing each learning module
and putting themselves to the test to become a better learner who can acquire and adapt
on their own. Students could gain a better comprehension, improve their critical thinking,
and problem-solving skills through modular remote learning.
As a result, modular learning is one of the more effective alternate methods of
education that the Department of Education has devised. Despite the fact that we are in
the midst of a pandemic, pupils continue to learn and cope with all of the teachings they
need to know. Education does not come to an end, and pupils continue to attempt and
learn.
Effects of Modular Learning to the Academic Performance of Grade 12 Students
Modular design refers to the selection of institutional templates from a variety of
regional as well as international organizations. A modular approach to international
institutions is characterized by functional partitioning into discrete modules that can be
combined. Actors subdivide a system (such as a regional organization) into smaller
parts that can be independently assessed and then used in different systems. Thus, the
scope condition for modular design is that institutional design choices can be
transformed from a single choice over an institution into a hierarchical decision-making
process in which institutions are adopted step by step. Modular design differs from
localization, which refers to the adaptation of an adopted norm or institution to existing
ideas and contextual factors (Acharya, 2019; Beeson and Stone 2019). Modular design
captures other actors searching for and introducing completely different parts not
associated with the adopted institution. In the ASEAN literature, this approach is
30
intricately connected with the term “cognitive prior” and the ASEAN Way (Acharya,
2020).
Modular learning is a form of distance learning that uses Self-Learning Modules
(SLM) based on the most essential learning competencies (MELCS) provided by DepEd.
The modules include sections on motivation and assessment that serve as a complete
guide of both teachers’ and students’ desired competencies. Teachers will monitor the
learners’ progress through home visits (following social distancing protocols) and
feedback mechanisms, and guide those who need special attention. Based on the data
gathered via DepEd’s National Learner Enrollment and Survey Forms (LESFs), 8.8
million out of the 22.2 million enrollees (39.6% of total respondents) preferred modular
distance learning for the upcoming school year. In a public secondary school in San
Carlos City, Pangasinan, modular learning also emerged as the most preferred learning
mode.
Effect of Modular Learning Approach on the Academic Achievement of Students
It is a type of distant learning that uses self-learning modules (SLM) that adheres
to the DepEd's most essential learning competencies (MELC). A printed or digital
learning module is one in which teachers are in charge of distributing the modules to their
pupils. Teachers are also responsible for keeping track of their students' progress. They
require home visits in order to monitor or suport their pupils with their modules. They
can also learn something no matter where they are because their modules are printed or
digital. Learning modules are used in modular learning to let students learn on their own.
It is a self-learning module in which students learn independently on their own. They can
access copies of their learning via electronic devices such as computers, tablets,
31
smartphones, DVDs, CDs, and other tools that can help them stay engaged in their
studies. Learners also require guidance when it comes to their lessons in order to
comprehend what the passage is about.
Modular learning is one of the educational approaches designed by Department of
Education (DepEd) to provide quality education to all Filipino students. From face-to-
face classes to modular learning, DepEd make an alternate learning method to ensure the
continuity of each student's learning.
In the midst of a pandemic, where the COVID-19 has posed a threat to everyone's
health, the Department of Education implemented a plan that allows learners to continue
their education at home using these learning modalities. One of those learning modalities
is the Modular Learning Approach, which has been chosen and preferred by millions of
students because it eliminates the need for technology or an internet connection in order
to learn. Most parents and kids prefer a modular learning mode since it is more
convenient for them, especially for those who do not have access to technology or the
internet.
Modular distance learning, according to Mark Antony Llego (2020, as cited in
Betlen, 2021) is defined as learners learning at their own pace, in their own way, and
using self-learning modules (SLMs). It is made up of a series of activities that begin with
instructional instructions directed at the learners and continue with explanations,
exercises, and generalizations, according to Guido (2014). Modular learning is one of the
learning approaches that can help students become more self-sufficient in their studies. It
is highly handy for all students to learn and develop themselves in self-study by using
modular learning as one method of learning. It is now the preferred method of delivering
32
information and knowledge to students; while it may have positive impacts, it also has
drawbacks that students must deal with.
Comprehension is an important skill for pupils to have. "Students need reading
comprehension abilities to adequately meet the educational goals and expectations that
are necessary in classroom settings," Ruiz (2015). Students must first improve their
understanding before they can comprehend a book. The importance of having a
comprehension is that, it will assist students in constructing and defining the word's
meaning; retrieving information from prior knowledge; and connecting information from
what they have read to their background knowledge.
Ruiz (2015) stated that in order to break away from and avoid these pressing
issues, especially in terms of their long-term negative effects, teachers must have the
need to use and incorporate reading comprehension strategies into their daily routine of
instructional practices in order to grasp the increase of students' reading comprehension
level. Researchers have looked into a variety of methods for teaching reading
comprehension to kids.
Reading Comprehension Abilities in English and Filipino
The study of Contreras et al., (2012), measures the reading comprehension ability
of chosen Grade VI Integrated Laboratory School students in English and Filipino. It
investigated the significant differences in students' reading comprehension in English and
Filipino, as well as the significant differences in students' reading comprehension in
English and Filipino, which were then categorized by gender and section. The study
shows that (1) Pupils fared 'good' in literal reading comprehension in both English and
Filipino, and 'average' in inferential and evaluative reading comprehension. (2) In both
33
English and Filipino reading comprehension, the respondents' overall performance is
'Good.' (3) At the literal, inferential, and evaluative levels, there is no significant
difference in the mean reading comprehension scores of students in English and Filipino.
(4) At both the literal and evaluative levels, gender has no effect on students'
Englishreading comprehension abilities. The result at the inferential level, however, has
demonstrated to be meaningful, despite not being statistically significant. (5) Gender has
no effect on Filipino students' reading comprehension abilities on a literal or evaluative
level, but it does on an inferential level.
Contreras et al., (2012) also suggested that a seminar-workshop be held for those
participating in the teaching process in order to improve their teaching abilities in reading
comprehension and learn new ways for improving one's capacity.
Low Reading Comprehension Impacts Philippine Education Quality
In Culianan National High School in Zamboanga City, a mentor named Anna
Marie Santos concluded that the educational system is an aspect of education that can
never be separated from one's perspective - i.e. whether it is aimed at improving reading
of Maths, for example, or science or languages. The factors that determine whether a
child reads are: Socio-economic status, unconducive learning environment, uninclined
reading materials to one's interest, and even the disinterest in reading, in general.
Teachers should intrinsically motivate students to read, according to Marcos, Wigfield
and Guthrie (1997) who argued that when a learner is motivated, he/she always looks
for something to read.

34
Perception of Bataraza I District Teachers on Modular Distance Learning (MDL)
According to Yayen & Labaria (2021), the Corona Virus Disease (COVID-19)
created several problems throughout the world, not just in our country. Every industry
and agency is affected, and the Department of Education is one of them (DepEd). As a
result, traditional face-to-face sessions are outlawed, and our president has approved
modular distance learning. The purpose of this study was to find out how chosen
elementary teachers in Bataraza I District felt about modular distance learning. In this
epidemic period, determine the pros and downsides of modular distant learning.
Similarly, the study suggests that the modules be tweaked to make them more useful for
both teachers and students.
Theoretical Framework
This study is relevant and anchored on two significant theories used in the
classroom: Lev Vygotsky’s Sociocultural Theory of Cognitive Development and Jean
Piaget’s Stages of Cognitive Development.
Lev Vygotsky’s Sociocultural Theory of Cognitive Development
Lev Vygotsky’s Sociocultural Theory views human development as a socially
mediated process in which children acquire their cultural values, beliefs, and problem-
solving strategies through collaborative dialogues with more knowledgeable members of
society. Vygotsky’s theory is comprised of concepts such as culture-specific tools,
private speech, and the Zone of Proximal Development (Mcleod, S., 2020). A
contemporary educational application of Vygotsky’s theory is “reciprocal teaching”, used
to improve students’ ability to learn from text. In this method, teachers and students
35
collaborate in learning and practicing four key skills: summarizing, questioning,
clarifying, and predicting (Cannella, G. S. & Reiff, J. C., 1994. Individual constructivist
teacher education: Teachers as empowered learners Teacher education quarterly, 27-38).
Jean Piaget: Stages of Cognitive Development
Jean Piaget proposed four major stages of cognitive development and called them
sensorimotor intelligence, operational thinking, concrete operational thinking, and formal
operational thinking. Each stage is correlated with an age period of childhood, but only
approximately. Between seven and twelve years of age, the child is in the concrete
operational stage of her cognitive development. In this stage, the child begins to gain the
capacity for both logical and abstract thought. These skills form necessary foundation for
reading comprehension. The child needs to be able to read something and conceive of
what it means (Thompson, P., 2019).
Conceptual Framework
In this study the researchers focus on the levels of reading comprehension of
Grade 4 pupils in Vista Alegre Elementary School under the modular learning approach,
as basis for Remediation Program. Whereas, the researchers wanted to determine the
critical and literal levels of Grade 4 pupils in Reading Comprehension.
Variables such as their age, sex and family income will be identified through the
research instruments for the respondents. Thus, this will be determined so as to find out
whether there is significant difference in the levels of reading comprehension of Grade 4
pupils in the critical and literal levels. The conceptual framework of the study was
presented on the schematic diagram of the study.

36
Figure 1: Schematic Diagram of the Conceptual Framework of the study.
Pupils under Modular

Learning
Profile of Respondents:
Reading comprehension:
Age Critical Level
Sex Literal Level
Family Income
Remedial Program
37
CHAPTER II
METHODOLOGY
This chapter describes the methodology used to achieve the study's specific
objectives. The discussions included in this section of the research proposal included the
research design, which is appropriate in the formulation of the research tools, the study's
respondents and their proper identification, the data-gathering instrument, and the data-
collection strategies. This chapter also discusses the analytical schemes and statistical
tools that are appropriate for the specific problems in Chapter 1.
Research Design
This is a descriptive research study utilizing survey non-standardized test
questionnaire to survey the Levels of Reading Comprehension of Grade 4 Pupils of Vista
Alegre Elementary School under Modular Learning Platform for the school year 2021-
2022 as basis for a Proposed Remedial Program. The descriptive research design is
appropriate in this study considering that the study seeks to describe and discover the
levels of reading comprehension of Grade 4 pupils of Vista Alegre Elementary School.
Respondents of the study
Respondents are those individuals who complete a survey or interview for the
researcher, or who provide data to be analyzed for the research study. Respondents can
also be referred to as participants (Allen, M., 2017). The respondents of the study
represent the whole population of Grade IV pupils of Vista Alegre Elementary School as
of School Year 2021-2022. There are 139 pupils enrolled for the school year 2021-2022.
Thirty-nine pupils are randomly selected and will be the subjects for our reliability test
and the remaining 100 pupils will be our study's respondents.

38
Sampling Method
Sampling is a method that allows researchers to infer information about a
population based on results from a subset of the population, without having to investigate
every individual (Hickman, M., 2012). There are various types of simple random
sampling, and one of it is the Fishbowl Draw or Lottery Method which the researchers
chose to use in this study. Fishbowl draw method wherein population is small, each
element can be numbered using separate slips of paper and put into a fishbowl or
container and shuffled and each slips is randomly selected. Fishbowl draw method is a
type of Simple Random Sampling because each member of the population had an equal
chance of being selected. The function of simple random sampling is to choose
individuals became sample who will be representative of the population (Thomas, 2020).
Research Instrument
A survey questionnaire is a research instrument consisting of a series of questions
to gather information from respondents. Survey questionnaires provide a relatively cheap,
quick, and efficient way of obtaining large amounts of information from a large sample
of people. Data can be collected relatively quickly because the researcher would not need
to be present when the questionnaires were completed. This is useful for large
populations when interviews would be impractical. Survey questionnaires can be an
effective means of measuring the behavior, attitudes, preferences, opinions and,
intentions of relatively large numbers of subjects more cheaply and quickly than other
methods.
The research instrument is a researcher-made survey questionnaire which is
subjected to validity and reliability test. The research instrument is consisting of two
39
parts. Part 1 of the research instrument consists of the items which gather respondents’
profile such as their age, sex, and family income. Part II of the research instrument
consists of twenty (20) questions that have two (2) categories; the literal level and the
critical level. The researchers had examined different resources on how to measure the
levels of reading comprehension of pupils. To come up with the most appropriate
instruments for this study, the question included in the instrument was based on the
different levels of reading comprehension such as the literal and critical levels.
Validity of the Data
According to Zohrabi (2013), validity is the extent to which an instrument
measures what it purports to measure. Validity is trying to explain the truth of research
findings.
The survey questionnaire was presented to three validators who are experts in the fields
of Education and Research for further critique, comment and suggestions. Each one of
them ensures that the research questionnaires met the criteria for a valid interpretation
and data analysis.
Their beneficial comments and suggestion will surely help us deepen
understanding and development of a survey questionnaire instrument. The researcher
used the Good and Scates Validation Checklist to test the validity of the research
instrument and it resulted in an overall mean score of 4.92 which interprets that the
research instrument is valid and excellent.
Reliability of the Data
The reliability of a research instrument concerns the extent to which the
instrument yields the same results on repeated trials.

40
To establish the reliability of the instrument, the same test was administered to 39
Grade 4 pupils of Vista Alegre Elementary School using the Cronbach Alpha, but they
were not included in the study.
Tallied responses were encoded, processed, and presented in a tabular form. The
Pearson's P-value at 0.89 which means a high correlation, therefore, indicated that the
survey questionnaire was reliable.
Data Collection Procedures
The researchers secure the permission of the Dean and the School Principal to
collect the needed information in this study, the researcher resorted to the use of a
questionnaire and involved the help of the chosen pupils as the respondents. The
researchers prepared a questionnaire and distributed it to the respondents during their
module distribution.
Data Analysis Procedures/Statistical treatment of the Data
The researchers secure the permission of the Dean to collect the needed
information in this study, the researcher resorted to the use of a questionnaire and
involved the help of the chosen pupils as the respondents. The researchers prepared a
questionnaire and distributed it to the respondents during their module distribution.
Statistical Treatment of the Data

To measure the levels of reading comprehension of Grade 4 pupils of Vista
Alegre Elementary School, the mean was used with a scale.

41
Table 1: Verbal Interpretation

Mean Score Range
Scale Mean Score Verbal Interpretation

Range Interpretation
5 4.21 – 5.00 Very Great Extent The pupils at this level have an extreme
understanding of the reading material
4 3.41 – 4.20 Great Extent The pupils at this level have a good
understanding of the reading material
3 2.61 -3.40 Moderate Extent The pupils at this level were undecided
if there was an understanding of the
reading material
2 1.81 – 2.60 Low Extent The pupils at this level have a difficulty
in understanding the reading material
1 1.00 - 1.80 Very Low Extent The pupils at this level experience
extreme difficulty in understanding the
reading material
To determine the profile of the respondent in terms of: Age, Sex, Family income
and Level of Reading Comprehension. The statistical tool used was Frequency and
𝑓
Percentage. % = 𝑁 𝑥 100
Where:
%- Percent
f- Frequency
N- Number of cases
To determine the levels of reading comprehension of Grade 4 pupils according to
the following categories: Literal level and Critical level. The statistical tool used was Z-
TEST.
The formula for computing the Z-test is:
(𝑥 − 𝜇0)
𝑧=
𝛿
42
Where:
Z = z-test
X̄ = sample average
µ0 = mean
s = standard deviation
To determine the significant difference in the levels of reading comprehension of
Grade 4 pupils when grouped according to age in accordance with those categories. The
Z-TEST was used.
(𝑥 − 𝜇0)
𝑧=
𝛿
Where:
Z = z-test
µ0 = mean
Grade 4 pupils when grouped according to sex in accordance with those categories. The
Z-TEST was used.
(𝑥 − 𝜇0)
𝑧=
𝛿
Where:
Z = z-test
µ0 = mean
43
Grade 4 pupils when grouped according to family income in accordance with those
categories. The One-Way ANOVA (Analysis of Variance) was used.
The formula for computing the One-Way ANOVA is:

2
2 𝑛𝑖 𝑌
∑𝑘 ∑𝑘 𝑖𝑗 − ∑𝑘 2
𝑖=1 ( 𝑇𝑖 / 𝑛𝑖
𝑖=1 (𝑇 𝑖 𝑛𝑖 )−𝐺 2 𝑖=1 ∑𝑗=1
𝑀𝑆𝑇
𝐹 = 𝑀𝑆𝐸 MST= 𝑀𝑆𝐸=
𝑘−1 𝑛−𝑘
Where:
F= variance ratio
MST= mean square due to treatment/groups (between groups)
MSE= mean square due to error (within groups)
Yij = observation
Ti = group total
G= grand total of all observations
ni = number in group
i and n= total number of observations
Ethical Standard
The guardians of the respondents will be asked to fill out an informed consent
before answering the survey questionnaire. They will be assured of the confidentiality of
all the data to be provided through their participant and likewise of their anonymity as
100 respondents. The survey questionnaire will be permanently discarded once the study
has been completed. For the survey questionnaire, set the informed consent as the first
page of the questionnaire.

44
CHAPTER III
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the data gathered from the survey that is presented,
analyzed, interpreted according to the objects of the study. The first part presents the
profile of the respondents in terms of demographic variables. The second part presents
the levels of Reading Comprehension of Grade 4 pupils in terms of demographic
variables, the last part shows the test for significant differences categorized by
demographic variables.
Profile
Table 2. Profile of Respondents in Terms of Variables of Age, Sex and Family

Income
Variables Category Frequency Percentage

Younger (9 years old) 53 53%
Age Older (10-13 years old) 47 47%
Total 100 100%
Sex Female 56 56%
Male 44 44%
Total 100 100%
Family income Low income (1,000-8,000) 42 42%
Middle income (8,100-16,000) 26 26%
High income (16,100- above) 32 32%
Total 100 100%
Table 2 shows the profile of respondents in terms of age. The younger age group
ages 9 years old post a frequency of 53 or 53% out of the total respondents. The older age
group ages 10-13 years old and posted the frequency of 47 or 47% out of the total
respondents. This only shows that most of the respondents are young.
45
The data on sex reveals that out of 100 respondents there is 56 or 56% female
while 44 or 44% of male respondents. It implies that there were more female respondents
than male respondents.
The variable Family Income can be categorized as low (1,000-8,000), which
posted a frequency of 42 or 42%, middle income (8,1000-16,000), which has a frequency
of 26 or 26% and high income (16,100- above), that has a frequency of 32 or 32% out of
the total respondents.
As a whole, most of the respondents are younger, female, and belongs to a low
income family. According to Hernandez (2015), the foundation of all other study skills is
reading, which is one of the most valuable abilities one may have. Pupils with strong
reading comprehension skills can read fluently, learn efficiently, solve problems,
strategize, comprehend and thrive in life. There is a great possibility that a student may
fall behind if one lacks reading comprehension skills. Ahmadi and Gilakjani (2012)
claimed that different variables may impact student’s reading comprehension skills. The
reason could be that whether pupils are male or female, younger or older, and belongs to
low, middle and high income, encounters different difficulty in making inference.
Pupil’s Level of Reading Comprehension
Table 3. Level of Reading Comprehension of Grade 4 Pupils and When Grouped

According to Age.
When Grouped According to Age

Age Critical Interpretation Literal Interpretation
Younger (9 years 3.38 Moderate Extent 2.96 Moderate Extent

old)
Older (10 and 4.04 Great Extent 2.25 Low Extent
above)
Mean of Means 3.71 Great Extent 2.61 Moderate Extent
46
Table 3 shows the extent of the level of reading comprehension when grouped
according to age. In terms of Younger age in critical level, it has a mean score of 3.38
with a verbal interpretation of moderate extent which means the pupils at this level were
undecided if there was an understanding of the reading material. In terms of older age in
critical level, it has a mean score of 4.04 with a verbal interpretation of great extent which
means the pupils at this level has a good understanding of the reading material. In
younger age in literal level, it has a mean score of 2.96 with a verbal interpretation of
moderate extent which means the pupils at this level were undecided if there was an
understanding of the reading material. In older age in literal level, it has a mean score of
2.25 with a verbal interpretation of low extent which means the pupils at this level has a
difficulty understanding the reading material.
As a whole, the mean of means of critical level is 3.71 and has an interpretation of
great extent, which means the pupils at this level have a good understanding of the
reading material when they completely understand the story after reading it once, can
understand the author’s message in the story, think about what will happen next in the
story, they just keep reading when they don’t understand the reading material, try to see
pictures in their heads when they read, they can easily recall what the story was all about
after reading, can tell the main idea of a text after reading, can give conclusion about the
story after reading, can summarize the story after reading, and can easily imagine the
characters and the story setting just by reading it once.
As a whole, the mean of means of literal level is 2.61 and has an interpretation of
moderate extent, which means the pupils at this level were undecided if there was
understanding of the reading material when they skip over words they are not familiar
47
with, can understand the story after reading it repeatedly, they do not pay attention to the
implied meaning of the reading material, they overlook the sentences with complicated
structures, they face difficulty in understanding the reading text, cannot predict what will
happen next in the story, they face difficulty in giving conclusion about the story, when
they take up too much time in reading one passage¸ when they use dictionary to
understand the meaning of a word in the reading material, and when they give up
understanding the story’s plot if it is too difficult. Clark R. (2018), stated that reduction in
cognitive capacities that are necessary for preserving functional independence, such as
learning new skills, is frequently linked to age. The older student has not practiced
reading and avoids reading because reading is taxing, slow, and frustrating (Ackerman &
Dyckman, 1996; Cunningham & Stanovich, 1997). Therein lies the most challenging
aspect of teaching older students: they cannot read so they do not like to read; reading is
labored and unsatisfying so they have little reading experience; and, because they have
not read much, they are not familiar with the vocabulary, sentence structure, text
organization and concepts of academic “book” language. What usually begins as a core
phonological and word recognition deficit, often associated with other language
weaknesses, becomes a diffuse, debilitating problem with language — spoken and
written, as stated by Louisa Moats (2021).

According to Sex.
When Grouped According to Sex

Sex Critical Interpretation Literal Interpretation
Male 3.54 Great Extent 2.91 Moderate Extent

Female 3.76 Great Extent 2.48 Low Extent
48
according to sex. In terms of male in critical level, it has a mean score of 3.54 with a
verbal interpretation of great extent which means the pupils at this level has good
understanding of the reading material. In terms of female in critical level, it has a mean
score of 3.76 with a verbal interpretation of great extent which means pupils at this level
has a good understanding of the reading material. For the male in literal level, it has a
mean score of 2.91 with a verbal interpretation of moderate extent which means the
pupils at this level were undecided if there was an understanding of the reading material.
For female in literal level, it has a mean score of 2.48 with a verbal interpretation of low
extent which means the pupils at this level has a difficulty understanding the reading
material.
great extent, which means the pupils at this level has good understanding of the reading
material. While the mean of means of literal level is 2.70 with a verbal interpretation of
understanding of the reading material. Based on Arellano (2018), gender is one of the
factors that influence reading. This is an old issue of gender and reading development to
which boys’ reading comprehension accomplishment incorporates their reading ability.
The brains of men and women are wired differently - with male brains having more
connections between the frontal and parietal hemispheres to optimize motor skills, and
female brains having connections between these two brain regions to combine analytical
and intuitive learning (Tanya Lewis, 2013).

49

According to Family Income.
When Grouped According to Family Income

Family Income Critical Interpretation Literal Interpretation
Low 3.61 Great Extent 2.80 Moderate Extent

Middle 3.66 Great Extent 2.66 Moderate Extent
High 3.63 Great Extend 2.57 Low Extent
according to family income. In terms of low income in critical level, it has a mean score
of 3.61 with a verbal interpretation of great extent which means the pupils at this level
has good understanding of the reading material. In terms of middle income in critical
level, it has a mean score of 3.66 with a verbal interpretation of great extent which means
the pupils at this level has a good understanding of the reading material. In terms of high
income in critical level, it has a mean score of 3.63 with a verbal interpretation of great
extent which means the pupils at this level has a good understanding of the reading
material. For the low income in literal level, it has a mean score of 2.80 with a verbal
interpretation of moderate extent which means the pupils at this level were undecided if
there was an understanding of the reading material. For middle income in literal level, it
has a mean score of 2.66 with a verbal interpretation of moderate extent which means the
pupils at this level were undecided if there was an understanding of the reading material.
For high income in literal level, it has a mean score of 2.57 with a verbal interpretation of
low extent which means the pupils at this level has difficulty in understanding the reading
material.
great extent, which means the pupils at this level has good understanding of the reading
50
material. While the mean of means of literal level is 2.68 with a verbal interpretation of
understanding of the reading material. According to Bradley and Corwyn (2002), that in
sociology, pedagogy, and psychology, the relationship between the socioeconomic status
of the family and the academic performance of the pupils has always been a hot topic.
With the advancement of social and economic technology, as well as the advancement of
research methods, more and more studies have begun to focus on the mediator and
moderator variables between socioeconomic status and academic achievement.
Significant Difference in Terms of Literal Level
Table 6. Significant Difference in Literal Level When the Respondents are Grouped
According to Age
Age N X P-value Interpretation

Significant
Younger 53 2.95 0.000463132
Older 47 3.28
Table 6 shows the significant difference in literal level when the respondents are
grouped according to age when compared according to the following categories: Critical
and Literal Level. It shows that the highest number of respondents is the younger pupils
with the mean of 2.95 since the P-value is 0.000463132 which is less than 0.05, we
conclude that the null hypothesis is rejected. Therefore, there is significant difference in
the literal level of reading comprehension of pupils when grouped according to age. This
is also similar to the findings of a study entitled “Effect of age and gender on children’s
reading performance: The possible neural underpinnings”. It is stated that older children
score higher than younger children in terms of reading comprehension, reading fluency,
and the total reading performance. The findings are explained in terms of functional brain
development and various rates of brain maturation.

51
Table 7. Significant Difference in Literal Level When the Respondents are Grouped
According to Sex
Sex N X P-value Interpretation

Male 44 2.91 0.047818725 Significant
Female 56 2.48
Table 7 shows the significant difference in literal level when the respondents are
grouped according to sex when compared according to the following categories: Critical
and Literal level. It shows that the majority of the respondents are female with the mean
of 2.91 since the P-value is 0.047818725 which is less than 0.05, we conclude that the
null hypothesis is rejected. Therefore, there is significant difference in the literal level of
reading comprehension of pupils when grouped according to sex. This implies that most
female respondents belong to literal level. The interpretation also agrees with Szmigiera
M. (2022) stating that there is a gender gap in the global literacy rate. Although the rates
increased worldwide for both men and women, males are on average more literate than
females from 2009-2020.
Table 8. Significant Difference Literal Level When the Respondents are Grouped
According to Family Income
Family Income N X P-value Interpretation

Low 42 2.80 0.684617 Not Significant
Middle 26 2.66
High 32 2.57
Table 8 shows that there is no significant difference in Literal level when the
respondents are grouped according to family income (Low, Middle, High) when
compared according to the following categories: Critical and Literal level. It shows that
the majority of the respondents belongs to the low income families with the mean of 2.80
since the P-value is 0.684617 which is greater than 0.05, we conclude that the null
hypothesis is accepted. Therefore, there is no significant difference in the literal level of

52
reading comprehension of pupils when grouped according to family income. This implies
that despite the fact that most of our respondents belong to the low income families, it
does not affect the reading comprehension of a child compared to a child that belongs to a
high income family.
Significant Difference in Terms of Critical Level
Table 9. Significant Difference in Critical Level When the Respondents are Grouped
According to Age
Age N X P-value Interpretation

Significant
Younger 53 3.47 0.000562675
Older 47 3.28
Table 9 shows the significant difference in critical level when the respondents are
grouped according to age when compared according to the following categories: Critical
and Literal Level. It shows that the highest number of respondents is the younger pupils
with the mean of 3.47 since the P-value is 0.000562675 which is less than 0.05, we
conclude that the null hypothesis is rejected. Therefore, there is significant difference in
the critical level of reading comprehension of pupils when grouped according to age. The
Reading Rockets Organization (2015), posted a blog that is connected with our
interpretation. It states that one explanation why older kids are losing interest in reading
is because they are unable to distinguish various forms of reading. They believe that the
reading they must do for school is a chore rather than a fun activity. As a result their
attitude toward leisure reading shifts.

53
Table 10. Significant Difference in Critical Level When the Respondents are
Grouped According to Sex
Sex N X P-value Interpretation

Male 44 3.54 0.302418843 Not Significant
Female 56 3.76
Table 10 shows that there is no significant difference in critical level when the
respondents are grouped according to sex when compared according to the following
categories: Critical and Literal level. It shows that the majority of the respondents are
female with the mean of 3.54 since the P-value is 0.302418843 which is greater than
0.05, we conclude that the null hypothesis is accepted. Therefore, there is no significant
difference in the critical level of reading comprehension of pupils when grouped
according to sex. This is in lined to a study entitled “Examining gender differences in
reading strategies, reading skills, and English proficiency of EFL University students” by
Agus Rianto, 2021, that resulted to despite the fact that female pupils had better mean
score than male pupils, there were no significant gender differences in the use of both
overall and category strategies among experienced readers.
Table 11. Significant Difference in Critical Level When the Respondents are
Grouped According to Family Income
Family Income N X P-value Interpretation
Low 42 3.61 0.988152 Not Significant
Middle 26 3.66
High 32 3.63
Table 11 shows that there is no significant difference in critical level when the
respondents are grouped according to family income (Low, Middle, High) when
compared according to the following categories: Critical and Literal level. It shows that
the majority of the respondents belongs to the low income families with the mean of 3.61
54
since the P-value is 0.988152 which is greater than 0.05, we conclude that the null
hypothesis is accepted. Therefore, there is no significant difference in the critical level of
reading comprehension of pupils when grouped according to family income. As stated by
Dahl, 2008, the scope of income support program and family income, impact on children
is not easy to assess. Family income cannot affect a child’s reading ability.
55
CHAPTER IV
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of the findings, and conclusions taken from
the results of the study. It also provides recommendations drawn from conclusions that
are deemed important.
Summary of the Findings
The findings of this study are presented as follows based on the data gathered and
objectives of the study:
Problem 1. On the profile of the respondents in terms of: Age, Sex, and family
income. On age the result of the study shows, that the majority of the respondents
belonged to younger group. On Sex, the result of the study shows, that the majority of the
respondents were female. In terms family income, the result of the study shows, that most
of the respondents belongs to low income families.
Problem 2. On the level of reading comprehension of the pupils when they are
grouped according to two categories; Critical level and literal level, the result of the study
shows that majority of the pupils belongs to critical level with a percentage of 73% which
is verbally interpreted as great extent therefore majority of the grade 4 students has a
good understanding of the reading material. On the other hand, 27% of the students
belong to literal level which is verbally interpreted as low extent therefore 27% of the
grade 4 students has a difficulty in understanding the reading material.
Problem 3. On the significant difference in the level of reading comprehension of
Grade 4 students in terms of Literal level when grouped according to Age. Sex, and
Family Income. On Age, the result is significant because the P-value is less than 0.05.
56
This implies that in literal level, age affects the students reading comprehension. On Sex,
the result is significant since the P-value is less than 0.05. This implies that students with
different sex also differ in their reading comprehension. On Family income, the result is
not significant because the P-value is greater than 0.05. This implies that family income
does not affect the reading comprehension of the students.
Problem 4. On the significant difference in the level of reading comprehension of
Grade 4 students in terms of Critical level when grouped according to Age. Sex, and
Family Income. On Age, the result is significant because the P-value is less than 0.05.
This implies that students with different age also differ in their reading comprehension.
On Sex, the result is not significant since the P-value is greater than 0.05. This means that
in the critical level, sex of students does not affect their reading comprehension. On
Family income, the result is not significant because the P-value is greater than 0.05. This
implies that family income does not affect the reading comprehension of the students.
Conclusion
Based on the findings of the study, the following conclusions were drawn.
The profile clearly shows in terms of age, most of the Grade 4 pupils are at a
younger age. There are more female than male pupils in terms of sex. In terms of family
income, most of the respondents belong to the low income families.
When grouped according to the following categories: Literal and Critical level,
73% of the Grade 4 pupils belongs to critical level of reading comprehension, while 27%
of the whole population belongs to literal level of reading comprehension.

57
On the significant difference in the level of reading comprehension of Grade 4 pupils in
terms of literal level when grouped according to age, sex and family income. On age, the
result is significant because its P-value is less than 0.05. On sex, the result is significant
since its P-value is less than 0.05. On family income, the result is not significant since its
value is greater than 0.05.
On the significant difference in the level of reading comprehension of Grade 4
pupils in terms of critical level when grouped according to age, sex and family income.
On age, the result is significant because the P-value is less than 0.05. On sex, the result is
not significant because its P-value is greater than 0.05. On family income, the result is not
significant because it's people who is greater than 0.05.
Recommendations
Based on the findings and conclusions in Level of Reading Comprehension of
Grade 4 pupils of Vista Alegre Elementary School, the following recommendations were
given:
The college administrator can use this study to help their students improve their
reading comprehension. This study may aid them in reducing the number of students who
struggle to understand and remember key information in passages. According to the
research, the main reason why students have difficulties understanding is that they are
unfamiliar with the words and lack practice and expertise.
The dean of instruction may plan a program for students in which they will
discuss the importance of understanding when they read. This teaches student the
significance of reading comprehension. This will also help to nurture an academic
institution's environment and push students to achieve and become better instructors.
58
The school's principal should make changes to the school's innovation program
in order to improve the reading comprehension of the literal level pupils. The school
principal should utilize this as a starting point for assisting teachers in guiding pupils in
improving their reading comprehension. The result of this study will be the basis that
could help them reduce the amount of pupils who have difficulty in understanding.
The teachers should aid the weaknesses of the pupils when it comes to reading
comprehension. They should be aware of what teaching strategies and approaches are
appropriate to develop the reading comprehension, especially the comprehension of
literal level pupils.
Parents should inspire and surround pupil with reading materials. It will increase
pupil attention in desire to read. The parent must understand why their children are
having difficulty in understanding or analyzing text so that they can allot time to
encourage and supervise their children who are struggling in understanding and analyzing
context.
Pupils who belong to literal level can identity their strengths and weaknesses so
that they can adhere their self to the activities of the remedial program to help them in
their ability in reading comprehension which will took part to improve their reading
skills.
Present Researchers. Must do useful research, develop and create innovative
solutions to the existing challenges experience by the students. Furthermore, provide a
thorough and complete output necessary to instill the love for learning and reading.
Future Researchers. Must conduct related studies using a variety of research
methods and instruments to further determine the practical aspects of literal and critical
59
level of reading comprehension that affect the learners in order to provide reliable results
and recommendations for the future.

60
CHAPTER V
READING COMPREHENSION ENHANCEMENT PROGRAM
I. Introduction
A specific measurement was taken to address the issue. Literacy levels among
Grade 4 pupils were high and had an impact on the school’s academic status. A
concrete method is to develop a program that will stimulate and improve student’s
comprehension of reading concepts.
Pupils reading difficulties are a reflection of the teacher's ability to enhance the
student's learning process.
The administration should have a positive response towards the development and
enhancement of literal levels of reading comprehension in their schools.
The reading enhancement program can be implemented properly with the full
support of the administration. The development of a strong program and strategy lies
in the cooperation and teamwork among the school's personnel and teachers.
All their efforts are geared towards a working program which can also help the
future generation, thus promoting good learning outcomes and sustainable reading
programs.
II. Brief description of the program
The proposed reading enhancement program is made up of unique and practical
activities to encourage and educate pupils to accept the new age of learning basic
concepts of literal reading through fun games and practical activities. The program
will allow the pupils to develop good relationships with their peers and they are
expected to actively and effectively participate in all of the programs.

61
III. Program Thrusts
The ultimate goals of the training program are for pupils to have a mastery of
basic reading concepts, phonemic awareness, vocabulary, and text comprehension, as
well as new and innovative ways to read words precisely, their meaning, and
pronunciation, thus learning life skills that will help them face the challenges that lie
ahead.
IV. Program Objectives
To provide an enhancement program for the pupils with unique and innovative
activities geared towards developing their reading comprehension by focusing on the
practical and basic concepts in learning reading, which will equip them with life skills to
cope with the challenges of the 21st century.
Through reading competitions, games, and other activities, they connect reading
comprehension principles and theories from books to real life situations.
Encourage pupils to have a positive attitude regarding reading comprehension.
To improve pupils ' reading comprehension skills and achievements.

REMEDIAL PROGRAM FOR LITERAL LEVEL PUPILS
ISSUES AND TOPIC OR PERSONS TIME

OBJECTIVES ACTIVITIES KEY RESULTS
CONCERNS SUBJECT INVOLVED ALLOTED
Enhancement of  To provide an 1. Logical 1. Mathematics School  Increased critical thinking 2-3 hours
the reading enhancement Questions Administration which is important is
comprehension program for the and 1 expert in enhancing reading
of literal level 2. Reading 2. English remedial program comprehension.
pupils with
pupils of Vista unique and paragraphs and 2-3 hours
stories  Helps pupils to organize their
Alegre innovative Remedial Teacher thoughts, prior knowledge and
(answering 3. Filipino
Elementary activities understanding.
questions based
School geared towards on the reading
developing material)  Enhance their comprehension
4. Science skills in answering questions
their reading
comprehension 3. Translating based on what they read. 2-3 hours
by focusing on English words
into Filipino 5. Arts  This activity will develop and
the practical widen student’s vocabulary in
and basic Filipino words.
4. Video
concepts in 2-3 hours
Paraphrasing
learning  Develop their ability in making
reading, which meaning of complex science
5. Mapmaking material.
will equip them (peer activity)
with life skills 2-3 hours
 Encourage pupils to take note
to cope with
of the details from the story.
the challenges
of the 21st  Exercise their creativity in
century. making outputs based on what
they have read.
62
REMEDIAL PROGRAM FOR LITERAL LEVEL PUPILS
ISSUES AND TOPIC OR PERSONS TIME

OBJECTIVES ACTIVITIES KEY RESULTS
CONCERNS SUBJECT INVOLVED ALLOTED
 Through reading
competitions,
games, and other
activities, they
connect reading
comprehension
principles and
theories from
books to real life
situations.
 Encourage
pupils to have a
positive attitude
regarding
reading
comprehension.
 To improve
pupils ' reading
comprehension
skills and
achievements.
63
64
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73
Republic of the Philippines

BACOLODCITYCOLLEGE
EACHER EDUCATION DEPARTMENT
Taculing Road, Bacolod City, 6100
Email:[email protected]
Taculing Campus, (034)707-7469, Sum-ag Campus (034)704-5854,
Fortune Towne Campus, (034) 707-7469
Tel#: (034) 707- 7469
REQUEST LETTER
March 1, 2022
ELIAS T. ALIAS, LPT, Ph. D.

Dean of Instruction
Bacolod City College
Sir:
Good day!
We, the Third Year Bachelor of Elementary Education students are currently conducting
our research entitled "The Levels of Reading Comprehension of Grade 4 Elementary
Students of Vista Alegre Elementary School under Modular Learning Platform: Basis for
A Proposed Remedial Program".
In line with those above, we are asking permission to administer the questionnaires to the
randomly selected 39 Grade 4 students of Vista Alegre Elementary School as part of the
study's reliability testing. We are looking for your positive response on this matter.
Respectfully yours,
THE RESEARCHERS
Edjen M. Cortez Josephine M. Diamante Rhealyn H. Dimo
Erica B. Facundo Angelica L. Pasia Jerlyn Mae R. Perfas
April Mae M. Quilago Charis Nicole F. Tacardon Pamela F. Tejada
Noted by:

Language Research Instructor
74

BACOLODCIT YCOLLEGE
Tel#: (034) 707- 7469
REQUEST LETTER
March 2, 2022
MR. WILMAR TUMBALI

OIC Principal
Vista Alegre Elementary School
Sir:
Good day!
We, the Third Year Bachelor of Elementary Education students are currently conducting our
research entitled "The Levels of Reading Comprehension of Grade 4 Elementary Students of
Vista Alegre Elementary School under Modular Learning Platform: Basis for A Proposed
Remedial Program".
randomly selected 39 Grade 4 students of Vista Alegre Elementary School as part of the study's
reliability testing. We are looking for your positive response on this matter.
Respectfully yours,
THE RESEARCHERS
Noted by:

Approved by:
WILMAR TUMBALI, LPT

OIC PRINCIPAL
75

BACOLODCIT YCOLLEGE
Tel#: (034) 707- 7469
REQUEST LETTER
March 2, 2022
MR. WILMAR TUMBALI

OIC Principal
Sir:
Good day!
Remedial Program".
In line with those above, we are requesting from your good office of the following data:
1. The list of the Grade 4 students per section who are currently enrolled for the school year
2021-2022 in Vista Alegre Elementary School.
Thank you for your consideration. We are looking for your positive response on this matter.
Respectfully yours,
THE RESEARCHERS
Noted by:

Approved by:
WILMAR TUMBALI, LPT

OIC PRINCIPAL
76

BACOLODCIT YCOLLEGE
Tel#: (034) 707- 7469
REQUEST LETTER
March 28, 2022
MR. WILMAR TUMBALI, LPT

OIC Principal
Bacolod City
Dear Mr. Tumbali:
Good Day!
research entitled “The Levels of Reading Comprehension of Grade 4 Elementary Students of
Remedial Program.”
In line with this, we would like to ask for permission to allow us to conduct a survey among the
students of Vista Alegre Elementary School.
Respectfully yours,
CHARIS NICOLE TACARDON JOSEPHINE DIAMANTE
PAMELA TEJADA ANGELICA PASIA
RHEALYN DIMO JERLYN PERFAS
ERICA FACUNDO EDJEN CORTEZ
APRIL MAE QUILAGO
Noted by:

Recommending Approval: Approved by:

WILMAR TUMBALI, LPT
OIC PRINCIPAL
77

BACOLODCIT YCOLLEGE
Tel#: (034) 707- 7469
REQUEST LETTER
March 2, 2022
MRS. FLOR DE MAY ALLIC

Grade 4 Teacher
Ma'am:
Good day!
Remedial Program".
Respectfully yours,
THE RESEARCHERS
Noted by:

Approved by:
FLOR DE MAY ALLIC

Grade IV Teacher
78

BACOLODCIT YCOLLEGE
Tel#: (034) 707- 7469
REQUEST LETTER
March 2, 2022
MRS. EVELYN MUPAS

Grade 4 Teacher
Ma'am:
Good day!
Remedial Program".
Respectfully yours,
THE RESEARCHERS
Noted by:

Approved by:
EVELYN MUPAS
Grade IV Teacher
79

BACOLODCIT YCOLLEGE
Tel#: (034) 707- 7469
REQUEST LETTER
March 2, 2022
MRS. GENALIN GRIJALDO

Grade 4 Teacher
Ma'am:
Good day!
Remedial Program".
Respectfully yours,
THE RESEARCHERS
Noted by:

Approved by:
GENALIN GRIJALDO
Grade IV Teacher
80

BACOLODCIT YCOLL EGE
May 2022
RHODA M. LAMAYO, LPT, MAED

Teacher II
Concepcion Elementary School
Dear Mrs. LAMAYO:
We, the Third Year Bachelor of Elementary Education (BEED 3B) are tasked to conduct
a research study under the subject, Research in Education 2, entitled: Levels of Reading
Comprehension of Grade 4 Elementary Students of Vista Alegre Elementary School
under Modular Learning Platform: Basis For A Proposed Remedial Program.
In this regard, we are humbly asking your expertise to validate our self-made
questionnaire, which will be used in this research study, using the attached validation
rating tool. On behalf of our group, we are looking forward to your kind response to this
request.
We are hoping for your favorable response to this letter.
Thank you very much and God bless you.
Respectfully yours,
The Researchers

Noted by: Approved by:
JONATHAN E. GALANG, LPT, MAT RHODA M. LAMAYO, LPT, MAED

Teacher/Research Adviser Validator
81

BACOLODCIT YCOLLEGE
May 2022
MELITO A. SAMODIO JR., MEd-RLL

Teacher III
Smile Village Elementary School
Dear Mr. SAMODIO:
request.
Respectfully yours,
The Researchers

JONATHAN E. GALANG, LPT, MAT MELITO A. SAMODIO JR., LPT,MED-RLL

82

BACOLODCIT YCOLLEGE
May 2022
ARSENIA D. JUANERO, Ph.D , LPT

Teacher
Dear Mrs. JUANERO:
request.
Respectfully yours,
The Researchers

JONATHAN E. GALANG, LPT, MAT ARSENIA D. JUANERO, PH.D. LPT

83
CERTIFICATION
May 2022
MR. JONATHAN E. GALANG, LPT, MAT

Teacher Education Department Instructor
Dear Mr. Galang:
a research study, as a capstone project, under the subject, Research in Education 2,
entitled: Levels of Reading Comprehension of Grade 4 Elementary Students of Vista
Alegre Elementary School under Modular Learning Platform: Basis for A Proposed
Remedial Program.
We are writing to humbly request your service and expertise to serve as adviser for our
thesis.
We believe that your knowledge and insights will be valuable and greatly enrich our
work.
Thank you for your consideration and hope you will be able to fulfill our request.
Respectfully yours,
The Researchers

Approved by:

Teacher/Research Adviser
84
CERTIFICATION
The undersigned certifies that CHARIS NICOLE F. TACARDON AND GROUP,

third year education students of Bacolod City College, had submitted their research work
for verifying their statistical tools.
Their statistical work was verified and analyzed on May 5, 2022.
This certification is issued upon the request of CHARIS NICOLE T.

TACARDON AND GROUP for whatever purpose may serve them best.
Given this 27th day of May 2022 at Brgy. Taculing, Bacolod City, Negros
Occidental Philippines.
CARL CONIENDO
Statistician
85
CERTIFICATION
The undersigned certifies that CHARIS NICOLE F. TACARDON AND GROUP,

third year education students of Bacolod City College, had submitted their research work
for verifying the alignment with the set of structural rules that govern their composition
of sentences, phrases and words in the English language.
This certification is issued upon the request of CHARIS NICOLE T.

TACARDON AND GROUP for whatever purpose may serve them best.
Given this 27th day of May 2022 at Brgy. Taculing, Bacolod City, Negros
Occidental Philippines.
Jonathan E. Galang, LPT, MAT
Grammarian
86
THESIS ADVISER CERTIFICATION/ENDORSEMENT FORM
May 2022
To: The Research Committee/Dean of Instruction Teacher

Education Department
Bacolod City, Philippines
Thru: The Course Professor/Instructor
Dear Sir/Madam:
This is to certify that I, Jonathan E. Galang, LPT, MAT accepted the following working
group as the Thesis Adviser of their research project entitled: “Levels of reading
under Modular Learning Platform: Basis for A Proposed Remedial Program”.
Student Researchers’ Names
Edjen Cortez Jerlyn R. Perfas
Josephine Diamante April Mae Quilago
Rhealyn H. Dimo Pamela F. Tejada
Erica Facundo Charis Nicole F. Tacardon
Angelica Pasia
I further certify that I have performed my duties and responsibilities assigned to me to

accomplish the output of their research project.
In this regard, I endorse the readiness of the above-named student-researchers to

undergo their thesis defense.

Teacher/Research Adviser
87
GRAMMARIAN CERTIFICATION
This is to certify that the undersigned has viewed and been proofread carefully the
Capstone Project Manuscript entitled “Levels of reading Comprehension of Grade 4
Elementary Students of Vista Alegre Elementary School under Modular Learning
Platform: Basis for A Proposed Remedial Program” developed by Edjen Cortez,
Josephine Diamante, Rhealyn H. Dimo, Erica Facundo, Angelica Pasia, Jerlyn R. Perfas,
April Mae Quilago, Pamela F. Tejada, and Charis Nicole F. Tacardon is aligned with the
set of structural rules that govern the composition of sentences, phrases and words in the
English language. Also, all corrections and recommendations made have been done
and/or incorporated in the final manuscript.
Issued this 27th day of May.
Signed:
Jonathan E. Galang LPT, MAT
Grammarian
88
APPENDIX B
Research Instrument
SURVEY QUESTIONNAIRE
“Levels of Reading Comprehension of Grade 4 Elementary Students of Vista Alegre
Elementary School under Modular Learning Platform: Basis for A Proposed Remedial
Program”
Dear Students,
The researchers are working on a research project entitled: Level of Reading

under Modular Learning Platform: Basis for A Proposed Remedial Program.
In this regard, we would like to request you to fill-out this questionnaire for us to
gather data that are necessary to provide responses to the research questions.
Thank you and God Bless.
Respectfully yours,
Researchers
General Instruction: Please read each statement carefully and fill in the correct
response with full honesty. All the data gathered from this questionnaire will be
treated with utmost confidentiality.
Part I: DEMOGRAPHIC PROFILE
Name: __________________ Age: ____________ Sex: ______________
Family Income: ____ 1,000 to 8,000

____ 8,100 to 16,000
____ 16,100 and above
____ Others (please specify)
89
Part II: Levels of Reading Comprehension of Grade 4 Elementary Students of Vista

Alegre Elementary School under Modular Learning Platform
Instruction: Please check the corresponding columns provided using the following
choices:
STRONGLY AGREE 5
AGREE 4
UNCERTAIN 3
DISAGREE 2
STRONGLY DISAGREE 1
CRITICAL LEVEL 5 4 3 2 1
1. I can completely understand the story after reading it
once
2. I can understand the author’s message in the story
3. I think about what will happen next in the story
4. I just keep reading when I don’t understand the reading
material
5. I try to see pictures in my head when I read
6. I can easily recall what the story is all about after reading
7. I can tell the main idea of a text after reading
8. I can give a conclusion about the story after reading
9. I can summarize the story after reading
10. I can easily imagine the characters and the story setting
just by reading it once
LITERAL LEVEL 5 4 3 2 1
1. I skip over words I am not familiar with
2. I can understand the story after reading it repeatedly
3. I do not pay attention to the implied meaning of the
reading material
4. I overlook the sentences with complicated structures
5. I face difficulty in understanding the reading text
6. I cannot predict what will happen next in the story
7. I face difficulty in giving conclusion about the story
8. I take up too much time in reading one passage
9. I use dictionary to understand the meaning of a word in
the reading material
10. I give up understanding the story’s plot if it is too
difficult
90
VALIDATION OF SURVEY INSTRUMENT

[ Good and Scates ]
Instruction: Please indicate your degree of agreement or disagreement on the statements

provided below by placing a check (/) on the space corresponding to your answer. The
statements are taken from the criteria developed for evaluating the survey questionnaire
set forth by Carter V. Good and Douglas B. Scates.
5- Excellent
4- Very Good
3- Good
2- Fair
1- Poor
Criteria for Validity 5 4 3 2 1
1. The questionnaire is short enough that the
respondent would not drain much of his time.
2. The questionnaire is interesting and has a face appeal
such the respondent will be induced to respond to it
and accomplish it fully.
3. The questionnaire can obtain some depth to the
response and avoid a superficial answer.
4. The items/questionnaire and their choices are not too
suggestive not too unstimulating.
5. The questionnaire can elicit responses that are
definite but not mechanically forced.
6. Questions/items are stated in such a way that the
responses will not be embarrassing to the
person/persons concerned.
7. Questions/ items are formed in such a manner that
the suspicion by the respondents to the hidden
purposes in the questionnaire is avoided.
8. The questionnaire is not too narrow nor restrictive or
limited in philosophy.
9. The respondents to the questionnaire when taken as a
whole could answer the basic purpose for which the
questionnaire is designed and therefore considered
valid.
REMARKS: _____________________________________________________.
Interpretation Guide:
Excellent = 4.21 – 5.00
Very Good = 3.41 – 4.20
Good = 2.61 – 3.40
Fair = 1.81 –2.60
_______________________________
Poor = 1.00 –1.80
MRS. RHODA P. LAMAYO, LPT
Validator’s Signature
91

[ Good and Scates ]

5- Excellent
4- Very Good
3- Good
2- Fair
1- Poor
1. The questionnaire is short enough that the respondent
would not drain much of his time.
5. The questionnaire can elicit responses that are definite
but not mechanically forced.
7. Questions/ items are formed in such a manner that the
suspicion by the respondents to the hidden purposes in
the questionnaire is avoided.
valid.
REMARKS: _______________________________________________________.
Excellent = 4.21 – 5.00
Very Good = 3.41 – 4.20
Good = 2.61 – 3.40
Fair = 1.81 –2.60
_____________________________
Poor = 1.00 –1.80
MR. MELITO A. SAMODIO, LPT
92

[ Good and Scates ]

5- Excellent
4- Very Good
3- Good
2- Fair
1- Poor
1. The questionnaire is short enough that the respondent
would not drain much of his time.
5. The questionnaire can elicit responses that are definite
but not mechanically forced.
7. Questions/ items are formed in such a manner that the
suspicion by the respondents to the hidden purposes
in the questionnaire is avoided.
valid.
REMARKS: __________________________________________________________.
Excellent = 4.21 – 5.00
Very Good = 3.41 – 4.20
Good = 2.61 – 3.40
Fair = 1.81 –2.60
____________________________________
Poor = 1.00 –1.80
MRS. ARSENIA D. JUANERO, Ph.D., LPT
93
APPENDIX C
Research Validation form Validation of the Research Instrument
Using the criteria developed for evaluating questionnaire set forth by Carter V.
Good and Douglas B. Scates, to be used for evaluating the instrument used in this study.
Excellent = 4.21 – 5.00
Very Good = 3.41 – 4.20
Good = 2.61 – 3.40
Fair = 1.81 –2.60
Poor = 1.00 –1.80
CRITERIA FOR Jury 1 Jury 2 Jury 3 Mean Interpretation

EVALUATION OF THE
VALIDITY
1. The questionnaire is short 5 5 5 5 Excellent
enough that the respondents respect
it and it would not drain of his
precious time.
2. The questionnaire is interesting 5 5 5 5 Excellent
and has a fair appeal such that
respondents will be induced to
respond it fully.
3. The questionnaire can obtained 4 5 5 4.67 Excellent
some depth to the responses and
avoid superficial answer.
4. The items / questions and their 5 5 5 5 Excellent
alternative responses are not to
suggestive nor too unstimulating.
5. The questionnaire can elicit 4 5 5 4.67 Excellent
responses, which are definite but
not mechanically forced.
6. Questions / items are formed are 5 5 5 5 Excellent
stated in such a way that the
responses will not be embarrassing
to the person/s concerned.
7. Questions / items are formed in 5 5 5 5 Excellent
such a manner as to avoid
suspicion on the part of the
respondents concerning hidden
responses in the questionnaire.
8. The questionnaire is not too 5 5 5 5 Excellent
narrow restrictive or limited in its
philosophy.
9. The respondents to the 5 5 5 5 Excellent
94
questionnaire when taken as a

whole could answer the basic
purpose for which the
questionnaire is designed and
therefore considered valid.
AVERAGE 4.92 Excellent
RATING
Results showed that the test questions have an average rating of 4.92 of which is
interpreted as excellent, therefore the instrument is valid.
95
CURRICULUM VITAE
EDJEN M. CORTEZ
Villa Lucasan, Barangay Mandalagan
Bacolod City, Negros Occidental, 6100
09984584764
PERSONAL BACKGROUND:
Age : 21 years old

Birth date : September 6, 2000
Religion : Roman Catholic
Height : 5’0
Civil Status : Single
Citizenship : Filipino
Father’s Name : Eduardo Y. Cortez
Occupation : Driver
Mother’s Name : Jenelyn M. Cortez
Occupation : Housewife
SKILLS:
Time management and willingness to learn
HOBBIES:
Reading and watching movies
LIFE VERSE/SONG:
“Everyday is a change to be better”
EDUCATIONAL BACKGROUND:
Bacolod City College 3rd year College, Bachelor of Elementary

Brgy. Taculing, Bacolod City Education
La Consolacion College Graduated 2018

Bacolod City Senior High School Graduate
Abkasa National High School 2015-2016

Bacolod City Junior High School Completer
Abkasa Elementary School 2011-2012

96
JOSEPHINE M. DIAMANTE
Purok Maanyag 2, Barangay Alijis
09489676833
Age : 21 years old

Birth date : March 19, 2001
Height : 4’9
Father’s Name : Bienvenido Y. Diamante
Occupation : Welder
Mother’s Name : Josefina M. Diamante
Occupation : Deceased
SKILLS:
Good listener, positive thinker, teamwork
HOBBIES:
Reading, watching movies/drama, listening to music
LIFE VERSE/SONG:
“I can and I will. Just watch me.”

Bacolod City National High School Graduated 2019

Brgy. Taculing, Bacolod City WITH HIGH HONORS
Mansilingan Agro-industrial High School 2016-2017

Emilia J. Garcia Elementary School 2012-2013

97
RHEALYN H. DIMO
Purok Acacia, Brgy. Felisa, Bacolod City,
Negros Occidental, Philippines, 6100
09295634550
Age : 21 years old

Birth date : October 24, 2000
Height : 5’0
Father’s Name : Ronilo Dimo
Occupation : Laborer
Mother’s Name : Marilou Dimo
Occupation : Housekeeper
SKILLS:
Adaptability and Flexibilty
Dancing
Passionate
HOBBIES:
Painting is one of my favorites when I want to destress. I love reading fictional
stories and writing poems. Music, specifically Korean and Thai, is my go-to when I want
to be comforted. For me, music speaks to my soul. I love watching Korean, Japanese,
Chinese and Thai series.
LIFE VERSE/SONG:
The harder you fall, the higher you bounce.


Jovito H. Sayson National High School Graduated 2017

Brgy. Felisa, Bacolod City Junior High School Completer
Felisa Elementary School Graduated 2013

98
ERICA B. FACUNDO
Prk. 5 Puentebella, Brgy. Taculing
09109706049
Age : 21 years old

Birth date : September 23, 2000
Height : 5’0
Father’s Name : Richard N. Facundo
Occupation : None
Mother’s Name : Elvira B. Facundo
Occupation : None
SKILLS:
Can communicate well, resilient, knows how to negotiate
HOBBIES:
Cooking, singing and dancing
LIFE VERSE/SONG:
“If you believe in yourself, everything becomes possible”


Bacolod City National High School 2016-2017

Brgy. Taculing, Bacolod City Junior High School Completer
Crispino V. Ramos Elementary School 2012-2013

99
ANGELICA L. PASIA
Phase 6 B, Brgy. Handumanan
Bacolod City,Negros Occidental, 6100
09302666541
Age : 21 years old

Birth date : April 13, 2000
Height : 5’3
Father’s Name : Apolonio B. Pasia Jr.
Occupation : Electrician
Mother’s Name : Catherine L. Pasia
Occupation : Housewife
SKILLS:
Able to adapt change, time management, emotional intelligence skill
HOBBIES:
Reading, watching and dancing, memorizing Korean ang Japanese songs
LIFE VERSE/SONG:
“Be easy on yourself ”

Handumanan National High School Graduated 2018

Bacolod City Senior High Graduate
Handumanan National High School 2015-2016

Handumanan Elementary School 2011-2012

100
JERLYN MAE R. PERFAS

Purok Ipil-ipil, Barangay Cabug
09454402339
Age : 21 years old

Birth date : February 9, 2001
Height : 5’2
Father’s Name : Garry S. Perfas
Occupation : Tricycle Driver
Mother’s Name : Evelyn R. Perfas
Occupation : None
SKILLS:
Willingness to learn and being a resilient person
HOBBIES:
Drawing and dancing
LIFE VERSE/SONG:
“Go on and try to tear me down. I will be rising from the ground”

VMA Global College and 2018-2019

Training Centers Inc. Senior High Graduate
Cabug National High School 2016-2017

Brgy. Cabug, Bacolod City Junior High School Completer
I. Nessia Sr. Elementary School 2012-2013

101
APRIL MAE M. QUILAGO

Purok 1, Barangay Alim,
Hinoba-an, Negros Occidental, 6100
09657930717
Age : 22 years old

Birth date : April 9, 1999
Height : 4’9
Father’s Name : Rogelio T. Quilago Sr.
Occupation : Fisherman
Mother’s Name : Nancy M. Quilago
Occupation : Barangay Health Worker
SKILLS:
Adaptability and self-management
HOBBIES:
eating, reading and gardening
LIFE VERSE/SONG:
"Don't be afraid. Just believe."



C. L. Hodges Elementary School 2012-2013

102
CHARIS NICOLE TACARDON

Grandville 3 Subdivision, Brgy. Mansilingan
09690424673
Age : 20 years old

Birth date : August 18, 2001
Religion : Baptist
Height : 5’0
Father’s Name : Jay Tacardon
Occupation : Laborer
Mother’s Name : Lizbeth Tacardon
Occupation : School Clerk
SKILLS:
Willing to learn, hardworking
HOBBIES:
Watching, eating, cooking, singing
LIFE VERSE/SONG:
“If there’s a will, there’s a way.”


Brgy. Taculing, Bacolod City WITH HONORS
Senior High School Graduate
Ilog Catholic High School. 2016-2017

Junior High School Completer
Ilog Elementary School 2012-2013

103
PAMELA F. TEJADA
Prk. Kabutongan, Brgy. Vista Alegre
09562064603
Age : 22 years old

Birth date : November 7, 1999
Height : 4’9
Father’s Name : Fernando Tejada
Occupation : None
Mother’s Name : Melanie F. Tejada
Occupation : None
SKILLS:
Hardworking, willing to learn, positive attitude
HOBBIES:
Watching movies, cleaning, making DIY crafts
LIFE VERSE/SONG:
“Train your mind to see the good in every situation”



Vista Alegre Elementary School 2012-2013

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i

LEVELS OF READING COMPREHENSION OF GRADE 4 PUPILS OF VISTA

A Thesis Presented to the Faculty of the

In Partial Fulfillment of the Requirements for the Degree

Cortez, Edjen Moreno

BACOLOD CITY COLLEGE

This thesis entitled “Levels of Reading Comprehension of Grade 4 Pupils of

JONATHAN E. GALANG, LPT, MAT

EFREN B. LANASE, LPT, MBA JUNALYN C. LIBIRAN, LPT, MAED

ELIAS T. ALIAS, LPT, Ph.D.

ELIAS T. ALIAS, LPT, Ph.D.

his knowledge by solving the statistical results.

Ph. D., LPT, for her sponsorship and support.

fun experience and for your insightful comments and suggestions.

Grade IV pupils, for contributing so much to their thesis paper.

faith in Him for their future.

This worthwhile research study is whole-heartedly dedicated to:

encouragement for us not to give up and not to lost hope.

Our supportive Action Research Adviser, Dean of Instruction,

Keywords: reading comprehension, literal, critical, modular learning, remedial

List of Content vii

Background of the Study 1

Statement of the Problem 4

Statement of the Hypothesis 5

Scope and Delimitation of the Study 5

Significance of the Study 5

Review of Related Literature and Studies 9

Respondents of the Study 37

Validity of the Data 39

Reliability of the Data 39

Data Collection Procedures 40

Data Analysis Procedures/Statistical Treatment of the Data 40

Statistical Treatment of the Data 40

CHAPTER III PRESENTATION OF RESULTS AND DISCUSSION

Profile of Respondents in Terms of Variables of

Age, Sex, Family Income 44

Level of Reading Comprehension of Grade 4 Pupils and

When Grouped According to Age 45

Level of Reading Comprehension of Grade 4 Pupils and

When Grouped According to Sex 47

Level of Reading Comprehension of Grade 4 Pupils and

When Grouped According to Family Income 49

Significant Difference in Literal Level When the

Respondents are Grouped According to Age 50

Significant Difference in Literal Level When the

Respondents are Grouped According to Sex 51

Significant Difference in Literal Level When the

Respondents are Grouped According to Family Income 51

Significant Difference in Critical Level When the

Respondents are Grouped According to Age 52

Significant Difference in Critical Level When the

Respondents are Grouped According to Sex 53

Significant Difference in Literal Level When the

Respondents are Grouped According to Family Income 53

CHAPTER IV SUMMARY OF THE FINDINGS, CONCLUSION AND

Summary of the Findings 55

CHAPTER V READING COMPREHENSION ENHANCEMENT PROGRAM

Brief Description of the Program 60

Remedial Program for Literal Level Pupils 62

Appendix A Transmittal Letters