Brookes Point National High

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“Factors Affecting Reading

Comprehension among Senior High Students:
Providing Possible Strategies to Boost Reading Competency”

A Qualitative Research
Brooke’s Point National High School
Pangobilian, Brooke’s Point Palawan

Practical Research I

Orlido, Jephtheh Shem

Portrias, Angel Nicole
Clemente, Thabea Natalie
Abon, Precious Jemimah
Sagala Ivy Hazelle

Grade 11-Stem TITANIUM

Mary Geraldine Delos Reyes

Researcher Adviser
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Table of Contents

Abstract .........................…………........................................................................................

Introduction…...............................................................................................................……..

Materials and
Methods..............................................................................................................

Results and Discussion…......................................................................................................

Conclusion… .......................................................................................................................

Recommendations...............................................................................................................

Acknowledgment ..............................................................................................................…

Reference …............................................................……………………………………......

Appendices

Appendix A.....................................................................................................................…

Appendix B.....................................................................................................................…

Appendix C.....................................................................................................................…

Appendix D.....................................................................................................................…

Appendix E ....................................................................................................................…

Appendix F....................................................................................………………………
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Abstract
The purpose of the study is to uncover the multifaceted factors contributing to the
lack of reading comprehension among Senior High School students. Recognizing reading as
an indispensable linguistic skill, the research aims to shed light on the underlying barriers
that hinder students ability to grasp and interpret written text effectively. By identifying
these factors, the study seeks to provide educators and policymakers with valuable insights
into the complex dynamics shaping reading competency in educational settings, ultimately
paving the way for targeted interventions aimed at addressing these challenges. Moreover,
the study seeks to underscore the essential role of reading as a cornerstone of knowledge
acquisition, particularly within educational contexts. As students progress through their
academic journey, the ability to effectively comprehend written material becomes
increasingly vital for success across various subjects and disciplines. However, the persistent
challenge of poor reading comprehension poses a significant barrier to academic
achievement, potentially undermining students' overall learning outcomes and future
prospects. Thus, by illuminating the complex interplay between reading proficiency and
academic performance, the research aims to advocate for the implementation of evidence-
based strategies aimed at bolstering students' reading competency. The research procedure
involves a multifaceted approach to assessing Senior High School students reading
comprehension abilities. Through a combination of standardized assessments, qualitative
inquiries, and observational techniques, the study aims to capture a comprehensive
understanding of the factors influencing students reading proficiency. By triangulating data
from diverse sources, the research endeavors to uncover insights into the underlying causes
of reading difficulties among students, thus laying the groundwork for the design and
implementation of targeted interventions aimed at fostering a culture of literacy and
academic excellence within educational institutions.

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Introduction
This chapter presents the background of the study, statement of the problem, purpose of the
study, scope and delimitations, significance of the study, and the definition of terms.

Background of the study

Reading is an essential language skill that will always be neglected. One of the most

important ways to get information is through it, especially for instructive objectives. One of

the language proficiency abilities that is most frequently used throughout the earth.

Moreover, students who struggle with reading also perform poorly in school. They

additionally encounter numerous difficulties as a result of their reading deficit outside of the

classroom Mundhe, (2015) UNESCO (2019) estimates that 773 million adults worldwide do

not possess basic reading comprehension skills; a greater percentage of women fall into this

category. The Philippines is no stranger to having students with reading difficulties.

According to the Programme for International Student Assessment (PISA) and its results

from PISA 2018, reading is among the areas that fifteen-year-old students in the Philippines

scored lower than those in majority of the countries and economies that participated in PISA

2018. This shows that there is a lack of attention in the students reading literacy. Students

should have basic reading and comprehension skills in order to perform academic tasks.

Poor scores in English, Mathematics and Science are also related to the lack of ability in

reading and comprehension. Not only is the students affected but also their future, especially

to graduating Senior High students. The problem in reading comprehension also affects

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Brooke’s Point National High School. And the students there are also at risk of having poor

reading comprehension. So, through this Research the factors of reading comprehension in

Brooke’s Point National High School Senior High Students is known.

Brooke’s Point National High School Senior High School Students showed some

struggle when it came to Reading. In which, they should not have this problem because of

their higher grade level. Reading should have been cultivated and practiced, from kinder to

their current grade level, yet the clear lack in Reading skill goes to show that not all students

have been given the attention and education that they need. But not all of them showed a

clear lack in Reading Comprehension. Some do have high reading comprehension due to

their reading habits and they make it a hobby to read Novels and Books. So this means that

there may be factors that associate with the lack of reading comprehension. It may be the

lack in reading materials, lack of attention in education, lack of motivation, lack of exposure

etc. Every student have their own ways in learning and each move at their own pace when it

comes to comprehending a certain passage. Some have lower uptake than others and some

get the overall message of a story from just a single read. Yet there are still many Students in

Brooke’s Point National High School Senior High Students that need help and consideration

when it comes to reading comprehension.

There are a number of reading Interventions already at bay. One of these are the

Cath-up Fridays which was implemented in Brooke’s Point National High School. This

Research aims to give possible strategies to boost Reading comprehension, and since Cath-

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up Fridays are clearly the most prominent reading Intervention in Brooke’s Point National

High School, the Researchers strive to find if there is a clear difference in the reading

comprehension of the students from the implementation of Cath-up Fridays. And through

this study the researchers used the factors that affect the reading comprehension of senior

High School Students and used it as a bases in creating simple strategies in order to boost

reading Comprehension. In order to boost the reading comprehension of senior High School

students Interventions catered to their needs and problems is to be presented. Moreover,

Student's reading development is greatly influenced by factors like individual traits, family

dynamics, and teaching methods significantly shape students' reading development. Yet, the

intricate interplay among these factors remains poorly understood.

This study aims to unveil these correlations. This study explores the challenges faced

by senior high school students in comprehending reading materials. Despite the expectation

of advanced reading skills at this level, many students struggle to grasp the content. This

lack of understanding can lead to disengagement with reading altogether. Furthermore,

limited language proficiency is identified as a potential contributing factor to these

comprehension difficulties.This study aims to identify the causes of students' difficulty in

learning to read and to discover solutions to the problem during the learning process.

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DEFINITION OF TERMS

Reading

Reading is the process of understanding written language. It involves more than just

recognizing letters and words.Reading is a complex skill that builds on other abilities like

speaking and listening. It's a fundamental part of communication and allows you to gain

knowledge from written information.

Comprehension

This is where you understand the meaning of the words and how they fit together in

sentences and paragraphs.Comprehension is the ability to grasp and understand information.

It's the heart of what makes reading meaningful.

Reading Proficiency

Reading proficiency refers to someone's ability to read and understand written text

effectively and equips someone to interact with written language in a meaningful way,

allowing them to gain knowledge, learn new things, and enjoy the world of reading.

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Reading Competency

Reading competency and reading proficiency are closely related terms, but there are

some subtle differences between themand Reading competency encompasses not just the

ability to read and understand text, but also the knowledge and skills to use that

understanding for various purposes. It emphasizes the application of reading skills.

Socioeconomic status

Socioeconomic status (SES) is a way of measuring a person's or family's position in

society. It's not just about income, but a combination of factors that reflect social and

economic standing.Understanding SES is important because it helps us recognize the social

and economic inequalities that exist in society. It can also help us understand the factors that

influence people's opportunities and life outcomes.

Demographic Profile

Demographic profile is a detailed description of a population based on specific

characteristics. It's not just a random collection of data; it paints a picture of who the people

are and their various attributes and a demographic profile is a powerful tool for

understanding a population and making informed decisions that affect their lives.

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Reading Hub

Reading Hub offers a platform designed specifically to support teachers and students

in a school setting,Students likely access the Reading Hub through a school-provided

platform and can use it to access ebooks and potentially other reading materials.

Chapter 2
Review of Related Literature and Studies

The Correlation between a Students Demographic Profile and Reading Comprehension

Adam Hayes (2024) defines demographic profile as statistics that describe a population and
their characteristics. Through this government, corporations and other organizations learn
about a populations characteristics that can be used for varying purposes. In this study the
researchers utilized the correlation of poor reading comprehension to the socio-demographic
profiles of senior high school students using three variables, namely gender, age and
socioeconomic status. According to Lazarus K. (2020) , socio-demographic factors (school
social environment, type of school and gender) significantly influences reading
comprehension among students with learning disabilities. The research stated that female
students with learning disabilities performed better compared to males students. Thus, the
researchers seek to find the effects of gender on the achievement in reading comprehension
on the senior high students in Brooke’s Point National High School. Because there is a fixed
location, the researchers chose not to integrate school
social environment and type of school into the demographic profile. Ibáñez-Alfonso et.al
(2021), stated that socioeconomically disadvantaged students, both native and immigrants
with diverse cultural backgrounds, regardless of language of origin are probably equally at
risk of poor reading comprehension. From that statement, the researchers believe that low

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social status may lead to lack of reading materials and good education which in turn may
lead to poor reading comprehension. Furthermore, A study in china by lui et.al on 2024, that
tackles neurodevelopment states that reading skills are honed through childhood and that
reading proficiency is utilized from early adulthood to late adulthood. The brain develops as
you age, factors such as maturation and experience significantly influence functional brain
development (lui et.al ,2024). Considering different circumstances, some students may be
older or younger in comparison to their grade level. Which means that the age of Brooke’s
Point National Senior high school students may or may not have a significant effect on poor
reading skills.

The Factors that affect Reading Comprehension

Reading skills
The patterns of skills in adults who have difficulty with reading may be different
from those of children, and thus applying and interpreting methods of measurement may be
complex. The goal of this study was to examine the relations among reading skills in this
population, by modeling specific reading skills and method of measurement simultaneously
using confirmatory factor analysis (CFA) models of hypothesized skills and methods. This
study examines the relational structure between skills common reading assessments are
measuring in this group, as well as the effect of the method of measurement on assessing
reading skills in this group.Nightingale, Elena (2023). Students who develop proficient
reading skills are more likely to experience positive outcomes both in and beyond the school
setting. If students start developing strong literacy skills at a young age, they are more likely
to perform well in school and achieve academic success. Despite ongoing efforts to support
students' development of reading skills, there are high rates of students across the nation who
read below proficiency standards. Moreover, students are most often referred for intensive
and costly special education services due to difficulties with reading skill acquisition. This
mixed methods study examined potential factors contributing to high rates of students in
kindergarten through third grade who exhibit difficulties with reading skill acquisition in one
rural elementary school. The working theory of improvement for this study posited that

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efforts aimed at enhancing organizational factors related to core instruction, assessment, and
remedial reading services would lead to better reading outcomes for students. Data were
collected from classroom teachers, reading specialists, and the principal using surveys,
interviews, observations, and artifact examination. The findings of this study indicated that
the high rate of students with reading difficulties in the early grades was due to hesitancy to
share and engage in open conversation regarding reading practices, conflicting philosophies
on effective reading instruction, challenges with implementation of an evidence-based core
reading curriculum, inconsistent assessment practices, and unstructured remedial support
services for students with reading difficulties.Gengler, Kristin (2023).Al Roomy (2022)
expressed that critical reading skills significantly enhance students' reading comprehension
at different levels. Students viewed reading as an active dynamic process that activates
higher order thinking skills and helps them tap into their prior experiences. Implementing a
rich repertoire of critical reading skills enabled students to overcome reading problems by
reading not just what is directly stated but also what is communicated between and beyond
the lines.Anne Elisabeth et al.(2022).

Reading Habits
Reading is a crucial habit for students' academic achievement, as it enriches them
with knowledge, transfers experiences, and contributes to their intellectual, professional, and
spiritual growth. It also helps develop critical thinking skills, improve writing ability, and
expands their worldview. Reading fosters empathy and understanding of other cultures and
experiences, which is important in a diverse society.Alexandra Gerkerova, (2023).
Reading has undergone significant transformation over the past 20 years, with electronic
media taking a leading position in the market for providing intellectual, educational, and
social needs. Social media platforms like Twitter, Facebook, and Instagram have become
important channels for sharing and discussing books and other reading materials. Many
authors and publishers now use social media to promote their books, and readers can connect
with each other to share recommendations and discuss their favorite books. However, there
has been a shift in cultural norms around reading, with the rise of "digital natives" who have

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grown up with technology. Reading habits have shifted towards shorter, more visually
oriented content, such as articles and videos, leading to concerns about the decline of long-
form reading and the impact on literacy and critical thinking skills. Digital technologies have
made reading more accessible and convenient, making it easier for people to find time to
read and make reading more convenient for those who may not have had access to physical
books or libraries in the past. Regular and systematic reading sharpens the intellect, refines
emotions, develops imagination, elevates tastes, and opens up prospects for life. This study
focuses on the factors that shape students' learning habits, based on previous studies and the
influence of social environment on traditional learning habits.Davidovitch and Gerkerova,
(2023).The reading habit is a crucial aspect of learning, enabling students to better
understand language and acquire vocabulary and language patterns. Digitalized reading
materials, such as e-books and articles, have revolutionized the reading culture for centuries.
However, digitalization has both benefits and drawbacks. While it provides easy access and
practicality, it also threatens traditional reading practices. Digital reading involves
interpreting meaning from digital texts in a virtual space through digital devices like
computers, tablets, mobile phones, and e-readers. Multimodal digital texts, including
embedded images, videos, and other media elements, are also present. Digital text enables
readers to link other texts, allowing the cycle of accessing and reading to continue. Male
(2020) argues that digitalization is not the only factor that enhances reading habits, and
further study on reading habits in digitalized reading material is necessary. Overall, the
digitalization of reading materials has the potential to revolutionize the way students learn
and access information. Hardianti L.R et.al, (2022).

Reading Interest
According to Lustyantie and Aprilia (2020) students that have higher reading interest
and motivation have higher reading comprehension. Those that have the ability and
willingness to read broadly have better achievement in studies. And so reading interest is
one of the main factors that affect reading comprehension. Yulmiati et.al (2021) stated that
providing reading materials that students have an interest in, make them more motivated to

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read. Making reading enjoyable can improve reading comprehension and improve
interest.This study investigates the impact of critical reading skills on students' Second
Language (L2) reading comprehension. The research aims to understand students' views on
reading comprehension and critical reading skills, the difficulties they face when reading,
and how critical reading strategies can improve their comprehension. Data was collected
from an open-ended questionnaire, learning logs, and participant observations. The results
showed that critical reading skills significantly enhance students' reading comprehension at
different levels. Students viewed reading as an active dynamic process that activates higher
order thinking skills and helps them tap into their prior experiences. Implementing a rich
repertoire of critical reading skills enabled students to overcome reading problems by
reading not just what is directly stated but also what is communicated between and beyond
the lines. The findings have pedagogical implications and recommendations for further
research. Davidovitch and Gerkerova, (2023).

Reading Intervensions
In addressing the multifaceted landscape of reading skills, interest, and habits,
researchers have undertaken various interventions aimed at fostering literacy development
across diverse populations. Cain and Oakhill (2021) scrutinize the interplay between reading
comprehension and vocabulary acquisition, discerning nuanced relationships that inform
intervention strategies. Their work underscores the pivotal role of vocabulary proficiency in
comprehension, advocating for tailored interventions to bolster both skills simultaneously.
Similarly, Connor and Morrison (2021) advocate for personalized instruction methods
tailored to individual learners, emphasizing the importance of addressing distinct learning
needs. Their research highlights the potential of such interventions to enhance reading skills
while catering to the diverse needs of students.Complementary to these efforts, Hirsh-Pasek
and Michnick Golinkoff (2021) explore the broader developmental context of literacy,
emphasizing early childhood experiences in shaping reading interests and habits. Their
findings underscore the significance of nurturing a love for reading from an early age,
offering insights into interventions that promote positive reading experiences. By elucidating

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the foundational aspects of literacy development, Piasta and Wagner (2021) provide valuable
guidance for designing interventions targeting essential skills in the early grades. Their
research informs strategies to enhance phonemic awareness, decoding abilities, and fluency,
laying a robust foundation for lifelong literacy.Collectively, these interventions contribute to
a holistic understanding of literacy development, addressing not only the mechanics of
reading but also the socio-emotional dimensions that influence reading engagement and
habits. By synthesizing insights from diverse studies, researchers can inform evidence-based
interventions tailored to the specific needs and contexts of learners, ultimately advancing
literacy outcomes across populations. Reading interest and students' creative thinking skills
cannot be optimal in the current learning process. Gede Sudirtha et al.(2023).Extensive
reading is defined as reading texts for enjoyment and for reading skills. According to
Prasetianto and Maharddhika (2022) the themes that Students read is mainly caused by their
hobby or influence of someone they look up to. Due to this students encounter new
vocabularies while enjoying what they read, while improving reading speed.

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Statement of the Problem
General Problem
This study aims to determine the Factors Affecting the Lack of Reading Comprehension
among Senior High Students: Providing Possible Strategies to Boost Reading Competency.
Specifically, It aims to address the following questions:
1.What are the demographic profile that might affect the reading skills of the respondents in
terms of:
a.Age
b.Gender
c.Socioeconomic Status
2.What is the present reading proficiency of Brooke's Point National High School senior
high school students?
3. What are the factors that affect the reading comprehension of senior high school students
in terms of:
a.Reading skills
b.Reading Interest
c.Reading Habits
4. What strategies can be used to enhance the reading comprehension of senior high school
students?
Reading Intervention
5. Is cath-up friday an effective reading Intervention to boost students reading
comprehension?
6. What type of reading material do you prefer to read?

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Scope and Delimitation
The scope of this study is to determine the factors affecting the lack of reading
comprehension among senior high students of Brooke’s Point National High School.
The primary subjects of this research study will consist of the senior high school students
enrolled in the academic year 2023–2024. The respondents will be limited to thirty (30)
senior high school students from Brooke's Point National High School in Brooke's Point,
Palawan. The factors affecting the lack of reading comprehension of the respondents for the
school year 2023-2024 will serve as the basis for conducting this study.
The study will be limited to factors affecting the lack of reading comprehension of the
senior high school students of Brooke’s Point National High School, Pangobilian, Brooke’s
Point, Palawan. The study started in the month of March 2024 and will end in the month of
May 2024.
Significance of the Study
This study aims to provide information on reading comprehension on how this study
give beneficiary and its relevance in the field of education.

To the Students

Students can improve their reading comprehension abilities and gain a deeper
understanding of the material by putting these strategies into practice.
To the Teachers
This study will be used to improve curricular, guaranteeing that efficient reading
comprehension techniques are incorporated into the teaching structure for the benefit of both
present and future learners.
For the curriculum developers/ planner
This study may be used as a reference or basis in developing reading comprehension.
They can include activities designed in reading comprehension.
To the Future Researches
The result of this study may be a basis of further studies and can be used a related
literature.
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Chapter 3
Method and Procedures

This chapter serves as a guide to the research methodology employed in the study. It
outlines the approach, methods, and procedures used to collect and analyze data, providing a
clear understanding of how the research objectives will be achieved. By presenting a robust
methodology, this chapter ensures the reliability and validity of the research findings.

Research Design
The researchers employed a qualitative Research design. Exploring the factors that
affect reading comprehension in Brooke’s Point National High School through in-depth
interviews, observations and surveys that directly relates to how they perceive reading and
what problems they encounter during reading.

Setting of the Study

The study is conducted at Brooke's Point National High School (BPNHS). Situated in
Barangay Pangobilian, the school was founded in the Province of Palawan's Municipality of
Brooke's Point.Interviews will take place via digital communication due to the existing
circumstances.

Respondents of the study

The study focuses on senior high school students enrolling at BPNHS in the
academic year 2022-2023. Both male and female senior high school students from all grade
levels are encouraged to join willingly.

Sampling technique
The study's participants will be chosen using purposive sampling technique. This
strategy includes identifying volunteers that are relevant to the study. this includes targeting
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senior high school students chosen for their specific attributes. This approach aims to
encompass a wide range of viewpoints pertinent to the research theme, ensuring a
comprehensive understanding. Purposive sampling can provide researchers with in-depth
insights from senior high school students, allowing them to create more tailored intervention
techniques.
Data Gathering procedure
Survey. To know what problems each student encounters when reading, a survey is
to be conducted. The survey is to be conducted using google form. The survey questionnaire
was prepared for the purpose of knowing what factors are most commonly related to the
poor reading skills of Senior High School Students.
Research Instrument
An questionnaire will be the primary research tool for this study on factors affecting
reading comprehension among senior high school students. Distributed through a familiar
online platform, the questionnaire itself is designed to target the research objectives. It
gathers data in three sections: demographics, reading habits and comprehension, and factors
affecting comprehension. Students will answer questions about their reading frequency,
preferred materials, reading strategies, and any challenges they encounter. A Liker scale
section will assess how much they believe factors like text difficulty or motivation impact
their comprehension. To test what the current reading proficiency of the Senior High School
Students is, the researchers conducted a comprehension test. The comprehension test
includes 10 questions to follow a short story, both in English and Filipino.
Validity and Reliability
An Interview questionnaire will be ensured to test the validity of the interview
question, To make sure the interview questions capture everything important of the study,
the researchers are focusing on how well the questions reflect the researcher topic (content
validity).They’ll be checking the reliability of the findings by looking for consistency and
participant confirmation of interpretations.The researchers adapted the comprehension test
from a reliable source. To ensure that the comprehension test was graded equally a
descriptive scale for the comprehension test was utilized.

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Treatment of the Data

Senior high school students reading comprehension are influenced by a range of
factors, including personal traits and teaching strategies, such as prior knowledge, language
skills, cognitive abilities, socioeconomic status, home literacy environment, and access to
reading materials. Additionally, comprehension levels are shaped by text complexity and
classroom methods. Teachers employ various tactics to enhance comprehension, such as
explicit instruction in comprehension techniques, vocabulary-building, promoting
extracurricular reading, offering diverse materials, and fostering a conducive learning
atmosphere. Integration of technology and multimedia can further improve engagement and
comprehension.

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Chapter 4
Presentation, Analysis and Interpretation of Data
For this Section the Researchers gathered a total of 100 Senior High Students from Brooke’s
Point National High School to Answer a survey questionnaire and A Comprehension Test
both in English and Filipino with 10 questions each. The survey overall had a total of 28
questions and the data gathered from these questions are shown below.

Chapter IV.1 Demographic Profile

The figure shown indicates that the majority (86.5%) of students are older than 16
years old. A smaller portion (7.3%) are exactly 16 years old, and the least percentage (6.2%)
are younger than 16 years old. This suggests that older students have a stronger inclination
towards reading compared to the younger students.
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The figure shown indicates that a higher percentage of female students gave their
time to answer the questionnaire, at 60.4%, which means that they enjoy reading and tend to
give more time to read compared to male students, who represent 39.6% of the respondents.
Therefore, it can be inferred that females are more likely to enjoy reading than males.

This shows the distribution of parents/guardians monthly income The largest portion
in the chart, 44.7%, represents parents/guardians whose monthly income falls within the
10,000-15,000 range, 26.6% of the respondents reported a monthly income of less than
5,000, 14.9% of the parents/guardians surveyed have a monthly income between 5,000 and
10,000.There is a combined proportion of 20% for those who have a monthly income that is
either between 15,000-20,000 or 20,000 or more. It is worth noting that Students' reading
comprehension abilities are not tied to their parents' income. This is evident in the successful
performance of students across different income levels in reading comprehension tests.
Thus, parental income does not dictate a student's proficiency in reading comprehension.

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Chapter IV. 2 Comprehension Test

English Comprehension Test

Rank Comprehension level of Students Percentage

SHS Frequency

9-10 55 55%

7-8 31 31%

5-6 3 3%

3-4 0 0

1-2 11 11%

0 0 0

TOTAL; 100 100%

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Tagalog Comprehension Test

Rank Comprehension level of Students Percentage

SHS Frequency

9-10 58 58%

7-8 30 30%

5-6 9 9%

3-4 0

1-2 3 3%

0 0

TOTAL: 100 100

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The researchers interpreted the comprehension level of the senior high school
students into a descriptive scale; 9 to 10 as Excellent. The student has demonstrated
an excellent understanding of the reading material. They can accurately summarize,
analyze, and interpret the main concepts and details. 7 to 8 as Good. The student has a
good grasp of the reading material. They understand most of the main ideas and
relevant details and can discuss them with minor inaccuracies. 5 to 6 as Satisfactory.
The student shows a basic understanding of the text. They grasp key points but may
struggle with more complex ideas or detailed analysis.3 to 4 as Needs Improvement.
The student has a limited understanding of the reading material. They often miss key
concepts and details, and need additional support to comprehend the text effectively.
1 to 2 as Unsatisfactory. The student has poor comprehension of the reading material.
They have difficulty understanding even the basic ideas and require significant help
to make progress. And 0 as No Attempt. The student did not attempt the assessment
or provided responses that show no understanding of the reading material.

The Comprehension tests revealed the highest score of 9-10 having 55% and 7-
8 having 31%, 5-6 having 3% and 3-4 having no percent and the lowest in 1-2 having
11% in the English comprehension test. Meanwhile in the Tagalog Comprehension
Test, the survey results revealed the highest score 9-10 having 58% and 7-8 having 30
%, 5-6 having 9%, 3-4 having no percent and the lowest score in 1-2 having 3%. From
the gathered data we can infer that Senior High School Students in Brooke's Point
National High School scored higher in the Tagalog Comprehension test which means
that the students have a higher proficiency when it comes to Tagalog passages. The
English comprehension test also had the lowest score of 1-2 with a percentage of 11%
compared to the Tagalog test with only 3%. Which means that the Senior High students

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found the English test harder than the Tagalog test. And that the students are more
skilled in Comprehending Tagalog/Filipino passages compared to English.

Chapter IV.3 Factors that affect Reading Comprehension

The figure above shows the type of reading materials the Senior High Students
are most Interested in with Media having the highest percentage of 31.7%, followed by
Novels with 26.8%, Textbooks with 20.6%, comics with 15.8% and others with 4%.
Through the data gathered we can infer that the Interest in reading of each student

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varies based on their preference. And that a lot of students do read by using different
platforms and apps.

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other books and genres and only 13% said no. Which means that there is room for
development in reading comprehension since most showed interest in reading.

The survey above shows the impact of reading formats on reading habits. Based on
the responses received, it appears that 68% of the participants stated that reading in different
formats does affect their reading habits, while 32% mentioned that it does not. With a total
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of 100 responses, this suggests that a majority of individuals perceive a difference in their
reading habits when using different formatsThe graph shows that a lot of students have
difficulties in reading in different formats. And that using a different format from what they
prefer affects their reading habits. Students commonly answered that E-books causes more
distractions to them and it also causes eye-strain. Meanwhile some preferred E-books
because of its variety and accessibility. The graph infers that there is a clear difference in
preference in the Senior High School Students when it comes to Reading Formats.
.

A survey from 100 people found that 55% of them believe that the availability of
reading spaces, such as libraries and bookstores, influences their reading habits and
improves their reading experience. However, 38% of respondents answered No, indicating
personal preferences or digital resources may influence their reading habits and 7% did not
respond, suggesting a lack of clear opinion on the impact of reading environments on
reading habits.
The figure above shows that students prefer to read in designated reading spaces, one of the
most common answers was that Students are motivated and encouraged to read when they
are in designated reading spaces and Students enhance their reading skills through reading in
reading spaces. One thing Brooke’s Point National High School lacks is a functional Library

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with designated spaces for students to read in. Based on the findings we can infer that having
a reading space in School would be beneficial for students.
.

The
figure above shows how frequent Senior High School Students read. According to Dean
Talbot (2023) a good amount of time to read is around 15-35 minutes. Which had the highest
Percentage of 33% in the figure above. Which means that Senior High School students do
have good reading habits. And that some even read longer than the designated time. Which
means that most should have good reading comprehension. Reading everyday is a good
strategy to boost reading skills and comprehension.

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The figure above shows that Senior High School Students is better in comprehending a
text when they read it loudly or silently. We have a total of 100 respondents, with reading
silently having the highest percentage with a score of 85.6%, while reading aloud has a score
of 14.4%, and 3% of the respondents did not give a response.

Chapter IV.4 Interventions

Senior high students have diverse opinions and perspectives on Catch Up Friday.
Catch Up Friday appears to be effective and beneficial to the majority of students. They see it
as a valuable opportunity to review and catch up on missed lessons or assignments, which can
help them improve their academic performance. These students are likely to appreciate the
dedicated time and resources provided on this day to help them learn. However, it is important
to note that there are some students who find Catch Up Friday useful but are concerned about
its potential drawbacks. They recognize the benefits of having a designated day to catch up on
missed work, but also acknowledge that there may be some drawbacks. Also, there some

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students believe that Catch Up Friday is ineffective and may even be a distraction. They
believe that dedicating an entire day to catch up will disrupt the flow of regular classes and
hinder their overall learning experience.

The figure above shows what type form of reading material senior high students
prefer. According to the graph 61.4% choose printed materials, 21.8% choose E-books and
16.8 choose others. From that we can infer that students read better with the use of books
and other printed materials rather than E-books.

Based on the data gathered by the Researchers these are the Interventions/ strategies
that have been created to cater the current needs of the Senior High School Students. It is
important to note that the effectiveness of any intervention will vary depending on the
individual student and their specific learning needs. A comprehensive approach that
incorporates multiple interventions tailored to the student's strengths and weaknesses is
typically most effective.

Long-term Interventions
1. Make materials using different formats, and let the students choose which format they
prefer.
2. Schools should have Reading hubs/spaces designated for students who want to read.

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3. Have a Variety of reading materials. Each student has a unique preference and only one
reading material will not be fit for all of them.
4. The Schools should have a reading park in which students could stay in during their
vacant time.

Short Term Interventions

1. Have the students make summaries from the reading material. Explicitly teach students
how to identify main ideas, supporting details, and synthesize
2. Have Retelling Exercises during Cath-up Fridays. Having students verbally or writtenly
retell stories or passages to demonstrate their understanding and ability to recall key events
and details.
3. Incorporate images, videos, and realia in lessons to enhance comprehension and make
texts more engaging.
3. Inferencing Instruction. Teach students to make logical inferences and draw conclusions
based on evidence from the text.

Chapter V
Summary of Findings, Conclusions and Recommendations
This chapter presents the summary of findings, conclusion and
recommendation of the study.
Summary of Findings
The researchers have gathered 100 Senior high School students from
Brooke’s Point National High School whose age are within exactly 16 years old, older than 16
years old, and younger than 16 years old, with a higher percentage of female students (60.4%)
and male students (39.6%) responded. Researchers found out that the 86.5% of the 100
respondents who like to read are older than 16 years old. A smaller portion with a percentage
of 7.3% are exactly 16 years old, and the least score with a percentage of 6.2% are younger
than 16 years old. This shows that older students are more likely to read than younger

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students. Researchers discovered that the biggest portion 44.7% of the respondents reported a
monthly income of 10,000-15,000, 26.6% reported a monthly income of less than 5,000, and
14.9% reported a monthly income between 5,000 and 10,000. There is a combined proportion
of 20% for those with a monthly income of 15,000-20,000 or 20,000 or more. The researchers
used a descriptive scale to assess the comprehension level of senior high school students, with
9 to 10 being excellent. 7 out of 8 is considered good. 5 to 6 are considered satisfactory. 3 to
4: Needs improvement. 1–2 as unsatisfactory. And 0 means no attempt. 9-10 scores 55% on
the English comprehension test and 58% on the Tagalog comprehension test, with 7-8 scoring
31% on the English comprehension test and 30% on the Tagalog comprehension test. 5-6 has
3% in English Comprehension Test and 9% in Tagalog Comprehension Test. 3-4 has 0% on
both the English and Tagalog Comprehension Tests, while 1-2 has 11% on the English
Comprehension Test and 3% on the Tagalog Comprehension Test. The researchers also found
out that the students read according to their interest, these are the types of reading materials.
Media having the highest percentage of 31.7%, followed by Novels with 25.7%, Textbooks
with 20.8%, comics with 17.8% and others with 4%.
Researchers found out that the majority of respondents, 87%, express interest
in reading other books and genres, indicating potential for improvement in reading
comprehension. The study found that 68% of participants perceive a difference in their
reading habits when using different formats, while 32% do not, out of 100 responses. The
survey of 100 respondents revealed that 55% believe reading spaces like libraries and
bookstores influence reading habits, while 38% disagree, suggesting personal preferences or
digital resources may also impact reading habits.The study reveals that Senior High School
students perform better when reading loudly or silently, with silent reading scoring the highest
at 85.6% and aloud reading at 14.4%. Researchers found out that senior high students prefer
printed materials for reading, with 61.4% preferring them, 21.8% preferring E-books, and
16.8% preferring other reading materials. The researchers found out that there are different
factors that affect reading comprehension among Senior High school student of Brooke’s
point National High school.

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Conclusions
In conclusion, the research undertaken by the team at Brooke’s Point National High
School provides valuable insights into the complex factors influencing reading
comprehension among senior high school students. Through an examination of demographic
profiles, reading habits, preferred reading materials, and comprehension levels, the
researchers have discerned significant patterns that inform potential interventions aimed at
ameliorating reading challenges effectively. The study elucidates a clarifies correlation
between age, income, and reading habits, highlighting older students and those from higher-
income backgrounds as demonstrating a greater inclination towards reading. Moreover, the
preference for specific reading formats and materials underscores the imperative of
furnishing diverse reading options to accommodate individual preferences and interests.

Drawing upon these findings, the researchers advocate for a spectrum of both long-
term and short-term interventions geared towards enhancing reading comprehension among
senior high school students. From the establishment of designated reading spaces and the
provision of a varied array of reading materials to the implementation of retelling exercises
and inferencing instruction, these interventions aim to address immediate needs while
cultivating a culture of sustained reading engagement. Ultimately, the efficacy of these
proposed interventions hinges upon meticulous implementation strategies and a subtle
understanding of the diverse needs of students. By embracing a comprehensive approach
that acknowledges the multifaceted nature of reading comprehension, educators and
policymakers stand poised to advance literacy outcomes and equip students with the
requisite skills to thrive academically and beyond.

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Recommendation

The teachers of Brooke's Point national high school should focus to the students who
poor in reading comprehension 'to have improvements in Reading.

Implementation of Reading Strategies, Principal,Head teachers and staff must

pay attention to the library, renovate and organize it so that students have attention and
interest to visit and read.

For implementation to be effective, there must be a deep connection between the school and
the students’ homes. Since independent, outside reading is so important to develop reading
proficiency, parents must thoroughly understand the school expectations for outside reading,
the nature of the reading program, and strategies that they can use at home.

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Appendices
Appendix “A”
Letter of Request for Permission to Conduct Research Study

Republic of the Philippines

Department of Education
BROOKE’S POINT NATIONAL HIGH SCHOOL
Bgy. Pangobilian, Brooke’s Point, Palawan

DAWIN H. OMAR, PhD

Principal IV
Brooke’s Point National High School

Thru: Mrs. Mary Geraldine Delos Reyes

Head Teacher III
OIC Assistant Principal
Senior High School

The Researchers are writing to request permission to conduct a research study titled "Factors
Affecting Reading Comprehension among Senior High Students: Providing Possible
Strategies to Boost Reading Competency" at Brooke’s Point National High School. We are
aspiring Researchers of the Grade 11 STEM TITANIUM, and ou research interests lie in the
Reading skill and Comprehension of Senior High School Students.

The purpose of this study is to know the present reading comprehension of Senior High
Students in Brooke’s Point National High School. The study will involve a qualitative
Research Design, which involves a survey questionnaire in order to gather data using a
simple sampling method which gathered 100 Senior High School Students. The Researchers
seek to find what factors affect their Reading skills and Comprehension from a series of
questions and a simple comprehension test.

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We anticipate that the study will take approximately 2 months to complete. We will be
recruiting participants from All Brooke’s Point National Senior High School Students.
Participation in the study will be voluntary, and all participants will be fully informed of the
study's purpose, procedures, and potential risks and benefits before providing their consent.

We believe that this study will make a valuable contribution to the field of Literacy skill of
Senior High Scool Students of Brooke’s Point National High School and by the end of this
study we have conducted a series possible reading strategies to boost Reading
comprehension.

Sincerely,
Grade 11 STEM TITANIUM
Group 8

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Appendix “B”
Request for Permission to Use Survey Tool

Republic of the Philippines

Department of Education
BROOKE’S POINT NATIONAL HIGH SCHOOL
Bgy. Pangobilian, Brooke’s Point, Palawan

I am writing to request permission to use Google Form for a research study titled “Factors
Affecting Reading Comprehension among Senior High Students: Providing Possible
Strategies to Boost Reading Competency". The purpose of this study is to know the present
reading comprehension of Senior High Students in Brooke’s Point National High School.
The study will involve a qualitative Research Design, which involves a survey questionnaire
in order to gather data using a simple sampling method to gather 100 Senior High School
Students. The Researchers seek to find what factors affect their Reading skills and
Comprehension from a series of questions and a simple comprehension test. The
Researchers are requesting permission to use Google forms because it is a well-validated and
reliable tool that is specifically designed for a non face to face Interview because of the
suspension of classes due to the extreme heat. I believe that using this tool will ensure the
quality and accuracy of my data collection. I understand that Google Forms is copyrighted
material, and I agree to abide by the terms of use and citation guidelines. I will acknowledge
the use of the survey tool in any publications or presentations resulting from this study.

Sincerely,
Grade 11 STEM TITANIUM Group 8

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 Appendix “D”
Letter to Respondents

Appendix “E”
Survey Questionnaire
Appendix “F”