FACTORS AFFECTING THE READING COMPREHENSION ABILITY OF THE FIRST

YEAR TO SECOND YEAR STUDENT OF REMNANT CHRISTIAN COLLEGES-

PALAWAN AY 2024-2025

MARY JANE M. SUTACIO

GERALDINE F. GREGORIO

AN UNDERGRADUATE RESEARCH SUBMITTED TO THE

RESEARCH COMMITTEE, REMNANT CHRISTIAN
COLLEGES-PALAWAN ABORLAN, PALAWAN
IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR
SUBJECT

LANGUAGE EDUCATION RESEARCH

MAY 2024
 ACCEPTANCE PAGE

This undergraduate research hereto, entitled “FACTORS AFFECTING THE

READING COMPREHENSION ABILITY OF THE FIRST YEAR TO SECOND
YEAR STUDENTS OF REMNANT CHRISTIAN COLLEGES-PALAWAN” prepared
and submitted by MARY JANE M. SUTACIO, GERALDINE F. GREGORIO, in partial
fulfillment of the requirements for the degree of BACHELOR IN SECONDARY
EDUCATION, is hereby accepted.

EARL GRINGO A. PADUL

Adviser

________________________
Date signed
 ACKNOWLEDGEMENT

The researchers would like to give praises and thanks to the Lord God who has given

them life, strengths, wisdom, knowledge, guidance, protection and provision to overcome the

trials and hardships in order to successfully accomplish this study.

They would like also to thank and express their sincerest gratitude and greatest

appreciation for the support, effort, supervision, prayers, and encouragement receive from the

following persons who contributed to the success and completion of this study. Without

them, this study would not have been successfully completed:

To the Vice-President of Academic Affairs Dra. Leonita D. Dela Rosa, for allowing

the researchers to conduct this study in the school.

To the respondents, the first year to second year students, for their cooperation with

the researchers.

To their families, for their financial support, prayers, love and encouragement.

To their friends and groupmates, for letting the researchers use their laptop and for the

laughter.

To those who were not mentioned but contributed a lot for the completion of this

study, thank you very much.

God Bless You All!!

MJ.M.S
G.F.G
 BIOGRAPHICAL SKETCH
The first researcher was born on October 14, 1992 at Maasin, Plaridel, Aborlan,

Palawan. She is the eldest daughter of Mr. Mario Sutacio and Mrs. Marife Sutacio. She

finished her primary at Mailigan Elementary School, Brgy Iraan Aborlan, Palawan. She then

took up her Secondary Education at Iraan-Sagpangan National High School, Brgy Iraan,

Aborlan, Palawan. In 2022, she enrolled at Remnant Christian Colleges-Palawan and decided

to take up Bachelor of Secondary Education and hope to receive a degree in the aforesaid

course.

MARY JANE M. SUTACIO

BIOGRAPHICAL SKETCH

The second researcher was born on November 20, 1997 at Dumanguena, Narra,

Palawan. She is the only daughter of Mr. Elizaldie F. Gregorio and Mrs. Nida F. Gregorio.

She finished her primary at Dumanguena Elementary School, Brgy. Dumanguena, Narra,

Palawan. She then took up her Secondary Education at Dumanguena, National High School,

Brgy Dumanguena, Narra, Palawan. In 2022, she enrolled at Remnant Christian Colleges-

Palawan and decided to take up Bachelor of Secondary Education and hope to receive a

degree in the aforesaid course.

GERALDINE F. GREGORIO

ABSTRACT

SUTACIO, MARY JANE M. GREGORIO, GERALDINE F. BACHELOR IN

SECONDARY EDUCATION, REMNANT CHRISTIAN COLLEGES-PALAWAN, MAY
2024. FACTORS AFFECTING THE READING COMPREHENSION ABILITY OF FIRST
 YEAR TO SECOND YEAR STUDENTS OF REMNANT CHRISTIAN COLLEGES-
PALAWAN.
Adviser: Earl Gringo A. Padul
The study entitled Factors Affecting the Reading Comprehension Ability of the First

Year to Second Year Students of Remnant Christian Colleges-Palawan was conducted to

determine the factors affecting the reading comprehension relative to family factors, student’s

factors, teacher factors, and environmental factors; and determines the percentage of the

demographic profile of the respondents.

The study used descriptive research specifically method. The first year to second year

students of Remnant Christian Colleges-Palawan served as the respondents of this research

study.

A survey questionnaire was used to determine the factors affecting the reading

comprehension of the respondents relative to family, student’s, teacher and environmental

factors; and the demographic profile of the respondents.

The data gathered were tabulated and analyzed using frequency, percentage and

mean.

Result revealed that the students of Remnant Christian Colleges-Palawan were dominated by

females, on early adulthood age, and belong to the low family income.

Most of the respondents of the Remnant Christian Colleges-Palawan were Tagalog.

TABLE OF CONTENTS
TITLE PAGE
ACCEPTANCE PAGE
ACKNOWLEDGEMENT
BIOGRAPHICAL SKETCH
ABSTRACT
TABLE OF CONTENTS
LIST OF FIGURES
LIST OF TABLES
LIST OF APPENDICES

CHAPTER PAGE
I INTRODUCTION
Background of the Study
Statement of the Problems
Objectives of the Study
Significance of the Study
Scope and Limitations of the Study
Operational Definition of Terms

II REVIEW OF RELATED LITERATURE

Related Literature
Hypothesis of the Study
Conceptual Framework
Conceptual Paradigm
III METHODOLOGY
The Locale of the Study
The Research Design
The Respondents of the Study
The Research Instruments
The Data Gathering Procedure
The Statistical Treatment of Data

IV RESULT AND DISCUSSION

V SUMMARY, CONCLUSIONS, RECOMMENDATIONS

Summary
Conclusion
Recommendations

BIBLIOGRAPHY
APPENDICES

LIST OF TABLES
 TABLE PAGE
1. Age Distribution Among the Respondents
2. Sex Distribution of the Respondents
3. Distribution of Civil Status among the Respondents
4. Family Size Distribution among the Respondents
5. Family Monthly Income Distribution among the Respondents
6. Family factors of the Respondents
7. Students factors of the Respondents
8. Teacher factors of the Respondents
9. Environmental factors of the Respondents

LIST OF APPENDICES
APPENDIX PAGE
A. Letter to the Vice-President of Academic Affairs
B. Survey Questionnaire

CHAPTER 1

INTRODUCTION

Background of the Study

Reading is a process of interpreting symbols drawn from the image, idea, passion or

experience of the author. It is the one of the most important skills a person can acquire.

Through reading, an individual can get information concerning problems or issues that affect

one’s life.

All people, literate or semi-literate, need to become effective readers. It provides

access to information, ideas, aspiration, and happenings of both past and the present.
 Hence, people can expand horizons from home, country and the world through this

activity. It is the package of ability which brings people closer to the surrounding that

changes the outlook, deepens the interest, gives broader insight of things and promotes riches

and stable personality.

Obviously, one cause of dissatisfaction in the school is reading failures on the part of

the students. The inability to read often result in their dropping out of school. A person who

is not given the opportunity to read cannot function properly. He cannot live a life enjoyed by

those who are exposed to the world of the printed page. He is deprived of the fundamental

rights to further education.

Knowing the importance of reading comprehension, it is very alarming to learn that

even college students have a low level reading comprehension. Hence, the proponents of this

research looked into the factors affecting the reading comprehension of the first year to

second year students of Remnant Christian Colleges-Palawan.

Statement of the Problem.

This study was conducted to assess the factors affecting the reading comprehension

ability of the first year to second year student of Remnant Christian Colleges-Palawan.

Specifically, it sought to answer the following questions:

1. What is the socio-demographic profile of the respondents in terms of;

1.1 Age;

1.2 Sex;

1.3 civil status;

 1.4 family size;

1.5 monthly income of parents;

2. what are the factors affecting the reading comprehension relative to;

2.1 family factors;

2.2 student factors;

2.3 teacher factors;

2.4 environment factors;

Objectives of the Study

This study was conducted to assess the factors affecting the reading comprehension
ability of the first year to second year student of Remnant Christian Colleges-Palawan.

Specifically, it aimed to;

1. determine the percentage demographic profile of the respondents in terms of;

1.1 age;

1.2 sex;

1.3 civil status;

1.4 family size;

1.5 monthly income of parents;

2. determine the factors affecting the reading comprehension relative to;

2.1 family factors;

2.2 student factors;

2.3 teacher factors;

2.4 environmental factors;

Significance of the Study
The purpose of this study is to show and determine the factors affecting the reading

comprehension ability of the first year to second year students of Remnant Christian

Colleges-Palawan.

The result of this study is expected to benefit the students, teachers, and school

administration. The school administration would be informed the students status as well as

the factors affecting their reading comprehension. Based on this, the school administration

can make appropriate steps to help improve the level of their reading comprehension.

Through this study, the teachers would be aware of the reading skill of their students and,

therefore, give emphasis on some points on which the students strongly needed. It also wakes

up the teacher’s determination to strive to improve the quality of learning. At the same time,

it will also provide them information about the different difficulties the students are facing.

The researchers also believe that this study would be a reference to future researchers who

will also undergo similar studies.

Finally, it would satisfy the thinking of the researchers on what really are the factors

that may affect the reading comprehension of first year to second year students of Remnant

Christian Colleges-Palawan.

Scope and Limitations of the Study

This study is focused on the reading comprehension ability of the first year to second

year students of Remnant Christian Colleges-Palawan, second semester, Academic year

2024-2025.

In this study there were 40 respondents. Among the first year students there was 2

males deaf and 3 females deaf; second year students were 1 male deaf.

This study was conducted from March-May 2024 at Remnant Christian Colleges-Palawan.
Operational Definition of Terms

In order to facilitate understanding of information in this study the following terms

are defined:

Reading comprehension ability.

The ability to the competence or ability to perceive and understand the meaning

communicated by texts.

Family factors.

In this study, these refer to the family’s attributions towards the respondents which

may affect their reading comprehension ability.

Students factors.

In this study, these refer to the students behavior and attitude towards reading which

affect their reading comprehension ability.

Teacher factors.

In this study, these refer to the teachers behavior toward the students as well as the

different methods and strategies the teachers are using in teaching reading which may affect

the reading comprehension ability of the students.

Environmental factors.

In this study, these refers to the ambient lighting, temperature, comfort and

complexity of the materials which affect the reading comprehension ability greatly.

CHAPTER II
 REVIEW OF RELATED LITERATURE

Related Literature
Reading is a critical ability for students to develop early in their schooling since it

serves as the basis for learning in all academic disciplines throughout their education. (Sloat

et, al 2013, as cited by Almutairi, 2018).

Foreign Literature

According to Clarke et, al. (2014), Reading comprehension is a vital ability for all

students because it involves the process of simultaneously obtaining and generating meaning

from written language through engagement and involvement. Understanding the meaning of

words, analyzing the authors point of view, aiming for writing, and acquiring new vocabulary

are all critical reading abilities that aid in reading comprehension.

Moreover, Clarke et, al. (2014) also states that students must develop reading

comprehension abilities in order to succeed academically and personally. Reading

comprehension is the foundation for understanding all academic information throughout

students’ academic careers.

According to Chen et, al. (2020), Reading comprehension is a multifaceted process

that requires the integration and coordination of a variety of abilities including word decoding

the capacity to decipher or recognize written words, and speech or listening comprehension,

the ability to comprehend what is decoded in spoken form.

According to Fletcher Janzen et, al (2013), as cited by Almutairi (2018), Student must

be able to comprehend what they are reading while participating in reading activities.

Reading comprehension as a critical component of reading that must be mastered. It demands

students to progress beyond decoding specific words and phrases to developing at thorough

knowledge of the material as a whole.

According to DeBruine- Parecki et, al. (2015) states that reading in enables students

to become independent comprehending complex text structures while improving their

proficiency in academic and professional skills. Successful readers tend to have a higher

extent of comprehension as they are able to create connection between different ideas,

understand complex, notions and reflect on the information simultaneously while reading.

According Cassareo (2006) reading is an interesting fast time or hobby for those who

like it. It broadens one’s knowledge. Letters in the book talked to the reader. Reading teaches

a child many things. It may good or it may be bad. It should be guided learning.

Foreign Studies

Reading comprehension is considered as important language ability because it

enhanced the process of language acquisition and helps students to read for a variety of

purposes. Therefore, extensive exposure to comprehensible written text can enhanced the

process of language acquisition.

Kelner & Flynn (2006) said that reading cannot be separated from comprehension. When the

learners are reading, it means that they are comprehending. When the learners are

comprehending, they are constructing the meaning of the text which is read.

Sweet A.P. (2000) states that reading comprehension is a reader’s comprehension by

constructing the meaning from the text that is read. As Kelner & Flynn (2000) said that the

reader should have knowledge and ability about understanding the reading passage in reading

comprehension. The main ideas, details, and an inference are the common question that can

be drawn from the passage.

 According to Goodman as cited by panes (2000), reading is a problem in language

processing, a psycholinguistics game. The readers select enough cues from the printed page

and predict what word precedes or follows another word to trigger his/her own appropriate

language experiences. Those may be graphic cues where in the shape and size of the letters

that form words and length of word itself help in decoding it. This is also done with the aid of

sound or use pf phonic cues, word or syntax and word meaning or semantic cues, which

greatly help in comprehending the printed passages. Goodman believes that reading involves

“an interaction between language and thoughts.” He says that reading involves interaction

because it takes so much time so we suggested that by increasing rates or read faster, the

reader is encouraged to read more and with more reading comprehension improved.

Moreover, William as cited by Hawani (2004) stated that reading is critical. It must

need understanding of words. Readers who do not know the words they are reading and

cannot derive meaning from context, must expand their vocabularies and learn a repertoire of

comprehension strategies.

Local Literature

Every people has a different comprehension defend on their prior knowledge about

the text but it still almost in a similar context. Appropriate strategy is the most important

factor in terms of reading comprehension. The strategies to improve reading comprehension

are: Create a consistent reading program; Set clear goals and standards; Coordinate

curriculum; Build strong team faculty; Hold teachers accountable; Monitor both students and

teachers; Foster individual teacher support; Encourage professional development; Ensure

philosophical consistency; Invest in performance; Instill a love of learning through reading;

Work together; Increase time on task (Cromwell:2006).

 Readers with poorly developed language skills and strategies will not have the tools to

take advantage of the obvious structures and comprehension cues that are part of considerate

text nor will they have the extra tools needed to overcome the barriers of inconsiderate text.

The type of instruction that a student receive will also affect reading comprehension.

Strategies for improving reading comprehension must be taught directly by teachers. Simply

providing opportunities or requiring for children to read will not teach many students the

comprehension strategies they need to be proficient readers. These need to be taught directly

as students learn to read simple sentences and this direct instruction need to continue in

different forms throughout a student’s elementary and secondary school experience.

(Developmental reading 1 Alejandro S. Bernando Rex book Store)

Motivational factors affecting Reading Comprehension

Family Factors
Student’s home life and parental involvement will affect academic achievement on

reading comprehension ability. Students who come from low socio-economic background

may struggle with reading comprehension for several reasons. Their parents may not be good

readers themselves. (Griffin P. Http://www.readingrockets.org/article/reading-difficulties-

and-family-history).

Aglibot (2013) said that reading, just like character formation, is developed in the

home; with the family playing a vital role. He believed that exposure is the key. If kids

acquire a good foundation, they will learn to love the habit. In some cases, where kids are

born in poverty, they have to content themselves with fewer resources, aggravated by the

poor quality of textbooks, insufficient materials, unqualified teacher and the whole system.

Among adults, where all Juan and Juana have to think about is where to get next day’s meal,
reading has no place in their lives. All they can’t afford to read, if at all, are cheap dailies that

provide mostly temporary relief with only an ounce of value.

According to Sison (2013) said that many Filipinos do not read due to lack of

education brought by poverty.

Student factors
Poor reading comprehension may also be due to a medical problem that does not get

addressed until the child is older. Example, include undiagnosed ADD (attention deficit

disorder), speech difficulties and hearing impairments. Students who cannot sit still and pay

attention to what they are reading will have trouble remembering what they read. Students

with speech and hearing problems are less likely to participate in oral reading or class

discussion about the text, two activities that improve comprehensions.

(http//:www.Uconn.edu/compre.html.com).

According to Macavinta (2013) stated that read many Filipinos nowadays reads, not

because they are forced to do so, especially by their teachers and professors. The passion to

really understand what is written in the book is not there to begin with, that is why after

reading a chapter or two of the assigned text, students tend to becomes a habit to them. It

becomes a burden.

Teacher Factors
Lardizabal (1996) as cited by Gigan (1990) said that the key factor in any teaching-

learning situation is the teacher.

 In another study, Ebel, as cited in the study of Gadiano (1990) was quoted to have

stated that the students-teachers perceptions of themselves and others teachers were unaltered

by their students-teaching experience

Environmental Factors
Your surrounding should be relatively quiet so that you can really understand and

absorb what you are reading. If you have a lot of noise or other distraction going on you

cannot really understand or comprehend what you are reading. Your class assignments you

could minimize your distraction by doing your school work somewhere quiet maybe your

house, coffe shop or at the library. Also having a specific, true and place in your schedule sit

down and concentrate on your work. Some people need total silence; others might need a

little noise of some sort.

Reading comprehension is the ability to read text, process it and understand its meaning. (An

individual’s ability to comprehend text is influenced by his traits and skills, one of which is

the ability to make inference. If word recognition is difficult, students use too much of the

processing capacity to read individual words, which interferes with their ability to

comprehend what is read).

In this study, it refers to the head of understanding of a text or message.

Hypothesis of the Study

Ho: There is no significant relationship between factors affecting of the first year to

second year student of Remnant Christian Colleges-Palawan and their reading comprehension

ability.

Conceptual Framework
 This study utilized student’s profile such as age, sex, civil status, family size, and

socio-economic status..

As a whole, the researchers considered family, student, teacher and environmental

factors that affect the reading comprehension of the first year to second year students of

Remnant Christian Colleges-Palawan.

The schematic diagram of the conceptual framework of the study is presented below.

The schematic diagram shows the profile of the students and the factors affecting the reading

comprehension of the first year to second year student of Remnant Christian Colleges-

Palawan. The family, student, teacher and environmental factors are the interviewing

variables.

Research Paradigm
Independent Variables Intervening Variables Dependent Variables

Students Profile Factors Affecting Reading Comprehension

Comprehension ability
1. Age
2. Sex 1. Family factors  High
3. Civil status 2. Students factors  low
4. Family size 3. Teacher factors
5. Family monthly 4. Environmental
income factors

Figure 1. Schematic Diagram of the Conceptual Framework of the Study

 CHAPTER III

METHODOLOGY

Locale of the Study

This study was conducted at Remnant Christian Colleges-Palawan in Ramon

Magsaysay, Aborlan, Palawan which is 83km. of south of Puerto Princesa City. This study

was conducted in March 2024.

PICTURE OF MAPS

Research Design
 Descriptive design was adopted in conducting study. Descriptive researches, aim to

determine profiles; assess attitudes; opinions; views or behavior; compare and contrast

characteristics of communities, people, events, and discover or test the association of two or

more variables.

Respondent of the Study

The respondents of this study were 25 females and 15 male students of Remnant

Christian Colleges-Palawan, who were enrolled during the second semester of academic year

2023-2024.

Research Instrument
The structured questionnaire was used in gathering data needed. The questionnaire is

divided into two parts. The first part is the profile of the respondents, and the second part is

the question proper containing questions regarding the factors affecting the reading

comprehension ability of the respondents such as; the family, student, teacher, and

environment factors.

The Data Gathering Procedure

The researchers asked permission from Administrator of the school to administer the

questionnaire to the first year to second year students of Remnant Christian Colleges-

Palawan.

The researchers sought the assistance of the teachers to conduct the study.

The respondents were given enough time to answer the questions.

The Statistical Treatment of Data

 The data gathered were presented using tabular form. They were interpreted and

analyzed using ranking, frequency distribution, percentages, and means. A Likert scale as

shown below was used to determine the frequency of factors affecting reading

comprehension of all first year to second year students of Remnant Christian Colleges-

Palawan.

5- Always

4- Often

3- Sometimes

2- Seldom

1- Never

For the interpretation of the factors affecting the reading comprehension ability of the

respondents, the scale below was used:

Mean Value Frequency

4.50 – 5.00 Always

3.50 – 4.00 Often

2.50 – 3.00 Sometimes

1.50 – 2.00 Seldom

1.00 – 1.49 Never

 CHAPTER IV

RESULTS AND DISCUSSION

This chapter contains the data gathered and the results obtained from forty (40) respondents

in Remnant Christian Colleges-Palawan. It consists three (3) parts: the socio-demographic

profile of the respondents; perceived motivational factors affecting the reading

comprehension ability of the first year to second year students of Remnant Christian College-

Palawan.

The Socio-Demographic profile of the Respondents

Table 1 shows the socio-demographic profile of the respondents such as sex, age, civil

status, family size, and family monthly income.

Sex
 The table illustrates the sociodemographic profile of the respondents in terms of sex.

Females were 25 (62.5%) and the rest 15 (37.5%) respondents were males. The result thus

suggests that the first year to second year students of Remnant Christian Colleges-Palawan

were female dominated group.

Age

As to the age of the respondents, there were 25 (62.5%) belonged to the age bracket of

16-21 years old while 11 (27.5%) respondents were within the age bracket of 22-27 years old.

Moreover, 4 (10%) of the respondents belonged to age bracket of 28-33 years old. The mean

age of the respondents is 21.03 years old. It implies that the respondents are young and still in

the early stage of their life.

Civil status
it can be seen in the table that majority of the respondents or equivalent to 38 (95%)

are single and only 2 (5%) of them are married. This implies that majority of the respondents

were able to concentrate on their studies.

Family size

It can be seen in the table that, there were 28 (70%) belonged to the members of 2-7

bracket while 12(30%) respondents were within the bracket of 8-13memners. The mean

family size of the respondents is 6.3 members. This implies that the respondents can afford to

teach their children in terms of reading because they had small number and can easily

manage and assess in different areas of learning.

Family monthly income

The family monthly income of the respondents. Majority 21 (52.2%) of the

respondents had 5,000 below; 11 (27.5%) respondents were within 5001-10,000 monthly
income. Moreover, 8 (20%) of the respondents and 10,000 above monthly income. The mean

family income of the respondents is 4,375.23. This result implies that most of the respondents

do not have enough budgets to support the education of their children and they cannot afford

to buy reading materials for their children.

Table 1. The Socio- demographic profile of the respondents.

SOCIO–DEMOGRAPHIC PROFILE FREQUENCY PERCENTAGE
(N=40) (%)

Sex Female 25 62.5

Male 15 37.5

Age
16-21 25 62.5
22-27 11 27.5
28-33 4 10

Civil status
Single 38 95
Married 2 5
Family size
2-7 members 28 70
8-13 members 12 30
Other

Family monthly 5,000.00 below 21 52.5

income 5001-10,000 11 27.5
10,000 above 8 20

Table 2: Factors affecting the reading comprehension ability of first year to second year
students of Remnant Christian Colleges-Palawan.

Family Factors mean interpretation

1. I observe that my 2.425 seldom
parents are having
difficulties in reading
and comprehension that
also leads me to low
reading and
comprehension skills.
2. I experience given 3.65 sometimes
enough time for reading
and studying at home.

3. Parental guidance and 4.4 always

tutorial reading at home
are important.
4. Educational attainment 2.4 seldom
of my parents affect me.
5. Parental support 3.95 often
towards reading is
necessary.
 6. My parents worry about 2.15 seldom
my reading ability.
7. Reading materials at 3.8 sometimes
home is necessary.
8. I feel motivated to read 4.2 always
when I receive support
from my family.
9. Reading activities at 3.5 sometimes
home is fun.
10. My parents allow me to 4.15 always
read books at home to
develop my reading and
comprehension.
GRAND MEAN 3.4625 OFTEN

This table shows the family factors of the respondents regarding to the reading

comprehension ability of first year to second year students of Remnant Christian

Colleges-Palawan.

According to the data, respondents rated family factors as often (Grand mean

3.4625).

This are the following factors with the percentage first is “my parents allow

me to read books at home to develop my reading and comprehension

“(mean=4.15). second is “Parental guidance and tutorial reading at home are

important” (mean=4.4) third is “I feel motivated to read when I receive support

from my family” (mean=4.2) fourth is “Parental support towards reading is

necessary” (mean=3.95) fifth is “I experience given enough time for reading and

studying at home” (mean=3.65) six is “Reading materials at home is necessary”

(mean=3.8) seventh is “Reading activities at home is fun” (mean=3.5) eight is “I

observe that my parents are having difficulties in reading and comprehension that

also leads me to low reading and comprehension skills” (mean=2.425) ninth is “

My parents worry about my reading ability” (mean=2.15) last is “Educational

attainment of my parents affect me” (mean=2.4).

The respondents state that the parents are often active in teaching their

children in terms of reading.

STUDENT FACTORS MEAN INTERPRETATION

1. I often interested in 3.875 often

reading.
2. I believe that motive to 4.325 always
read are important.
3. Background about reading 3.4 sometimes
a passage is needed
4. I do read books. 3.925 often
5. I study harder to improve 3.875 often
my reading ability.
6. I adhere to the “ Speak 3.525 often
English policy” to
improve speaking and
reading.
7. I struggled to fully 3.075 sometimes
understand what I’ve read.
8. Reading concentration 4.425 always
when taking exam is a
must.
9. The rushing when reading 3.425 sometimes
is hindrance on my
reading comprehension.
10. I’m trying to improve my 4.2 always
vocabulary to enhance my
reading ability.
GRAND MEAN 3.805 OFTEN
 This table above shows the student factors of the respondents in terms of their

reading comprehension ability. The student factors grand mean (3.805).

This are as follows first is “Reading concentration when taking exam is a

must” (mean=4.425) second is “I believe that motive to read are important”

(mean=4.325) third is “I’m trying to improve my vocabulary to enhance my

reading ability” (mean=4.2) fourth is “I do read books” (mean=3.925) fifth is “I

often interested in reading” (mean=3.875) six is “I study harder to improve my

reading ability” (mean=3.875) seventh is “I adhere to the “ Speak English policy”

to improve speaking and reading” (mean=3.525) eight is “The rushing when

reading is hindrance on my reading comprehension’ (mean=3.425) ninth is “I

struggled to fully understand what I’ve read” (mean=3.075) last is “Background

about reading a passage is needed” (mean=3.4) ‘

This table shows that students are often interested in reading despite of the

hindrance.
 TEACHER FACTORS mean interpretation
1. The teacher used effective 4.325 always
motivation to arouse
reading comprehension.
2. Unlocking of difficulties 4.025 always
were observed prior to the
reading proper
(vocabulary development)
3. Questions were well 3.85 sometimes
explained prior to the
reading of the selection.
4. Processing of the given 3.65 sometimes
questions regarding the
selection were observed
(presentation of answers)
5. When my teacher read 4.425 always
fluently it inspires me.
6. Teacher give feedbacks 4.125 always
after the students reading
a story.
7. The Teachers needs to 3.95 often
have more reading
strategies.
8. Teachers shows 4.325 always
smartness, confidence,
firmness in reading
stories.
9. My teacher helps me 4.375 always
improve my vocabulary.
10. Teachers show various 4.075 always
strategies and techniques
in reading activities.
GRAND MEAN 4.1125 ALWAYS

In this table it shows the teacher factors of the respondents. It shows that questions

were well explained prior to the reading of the selection, the grand mean score of

(mean=4.1125) state that teachers always read the text fluently and students being inspired.
The teacher motivation is effective and showing of smartness, confidence, firmness in

reading helps the students became more interested. Giving feedbacks after the students

reading stories and teach various strategies helps students being motivated. In addition,

unlocking of difficulties after reading helps students to develop vocabulary,

ENVIRONMENTAL mean interpretation

FACTORS
 1. I listen to music to 2.825 sometimes
comprehend what I
read.

2. I need background 1.875 seldom

noise while reading.
3. The color of the 2.25 seldom
classroom affect the
reading ability.

4. It’s difficult to focus 3.825 often

in reading when my
surroundings is too hot
or too cold.
5. Too much light or too 3.225 sometimes
little can cause strain
and fatigue and lower
my reading efficiency.
6. Reading skills is 3.775 often
influenced by literacy
environment.
7. I prefer plenty of fresh 4.075 always
air and the
temperature should be
fairly cool when in
reading.
8. I prefer reading a 3.825 often
book inside my room.
9. Reading instructions 3.975 often
used in the classroom
must be creative.
10. Thermal quality 3.35 sometimes
matter when reading.

GRAND MEAN 3.3 SOMETIMES

This table shows the environmental factors affecting the reading comprehension of

the respondents. The grand mean (3.3) fall down to sometimes.” I prefer plenty of fresh air

and the temperature should be fairly cool when in reading” got the highest weighted mean
score of 4.075% it state that in reading it should be cool and have fresh air. Next is the

reading instructions used in the classroom must be creative with a mean score of 3.975% this

way you caught the student’s attention. Then “I prefer reading a book inside my room” with a

mean score of 3.825% followed by “It’s difficult to focus in reading when my surroundings is

too hot or too cold” with mean score of 3.825%, reading with unwanted temperature is hard

to concentrate. The next is “Reading skills is influenced by literacy environment” mean score

of 3.775%, six is “Too much light or too little can cause strain and fatigue and lower my

reading efficiency” mean score of 3.225%, seventh is “Thermal quality matter when reading”

mean score of 3.35% eight is “I listen to music to comprehend what I read” mean score of

2.825% ninth is “The color of the classroom affect the reading ability” mean score of 2.25%,

last is “I need background noise while reading” mean score of 1.875% got the lowest

weighted score which means that most of the respondents prefer silence when reading.
 SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary

The study entitled “Affecting the Reading Comprehension Ability of the First year to

Second year students of Remnant Christian Colleges-Palawan”. Specifically, it aims to; (1)

determine what is the profile of the first year to second year student of Remnant Christian

Colleges-Palawan in terms of age, sex, civil status, family size, parent monthly income; and

(2) determine what factors affecting the reading comprehension ability relative to Family

factors, Student factors, Teacher factors, and Environmental factors.

The study used the descriptive study with 25 females, and 15 males first year to

second year students overall of 40 as respondents. The study was conducted at Remnant

Christian Colleges-Palawan, academic year 2023-2024.

After the questionnaires were collected, data were tabulated and analyzed using

descriptive statistic such as ranking, frequency distribution, percentage and mean.

The profile of the students in terms of age denotes that most of the respondents

belonged to the age of the respondents, there were 25 (62.5%) belonged to the age bracket of

16-21 years old while 11 (27.5%) respondents were within the age bracket of 22-27 years old.

Moreover, 4 (10%) of the respondents belonged to age bracket of 28-33 years old. The mean

age of the respondents is 21.03 years old. It implies that the respondents are young and still in

the early stage of their life. The sociodemographic profile of the respondents in terms of sex.

Females were 25 (62.5%) and the rest 15 (37.5%) respondents were males. The result thus
suggests that the first year to second year students of Remnant Christian Colleges-Palawan

were female dominated group. In terms of civil status majority of the respondents or

equivalent to 38 (95%) are single and only 2 (5%) of them are married. This implies that

majority of the respondents were able to concentrate on their studies.

In terms of Family size there were 28 (70%) belonged to the members of 2-7 bracket

while 12(30%) respondents were within the bracket of 8-13memners. The mean family size

of the respondents is 6.3 members. This implies that the respondents can afford to teach their

children in terms of reading because they had small number and can easily manage and assess

in different areas of learning.

Most of the respondents there were 21 (52.2%) of the respondents had 5,000 below monthly

incomes; 11 (27.5%) respondents were within 5001-10,000 monthly income. Moreover, 8

(20%) of the respondents and 10,000 above monthly income. The mean family income of the

respondents is 4,375.23. This result implies that most of the respondents do not have enough

budgets to support the education of their children and they cannot afford to buy reading

materials for their children.

Furthermore, the results of this study about factors in terms of parents shows that

majority of the respondents regarding to the reading comprehension ability of first year to

second year students of Remnant Christian Colleges-Palawan.

According to the data, respondents rated family factors as often (Grand mean 3.4625).

This are the following factors with the percentage first is “my parents allow me to read books

at home to develop my reading and comprehension “(mean=4.15). second is “Parental

guidance and tutorial reading at home are important” (mean=4.4) third is “I feel motivated to

read when I receive support from my family” (mean=4.2) fourth is “Parental support towards
reading is necessary” (mean=3.95) fifth is “I experience given enough time for reading and

studying at home” (mean=3.65) six is “Reading materials at home is necessary” (mean=3.8)

seventh is “Reading activities at home is fun” (mean=3.5) eight is “I observe that my parents

are having difficulties in reading and comprehension that also leads me to low reading and

comprehension skills” (mean=2.425) ninth is “My parents worry about my reading ability”

(mean=2.15) last is “Educational attainment of my parents affect me” (mean=2.4).The

respondents state that the parents are often active in teaching their children in terms of

reading.

In terms of student factors of the respondents about reading comprehension ability.

The student factors grand mean (3.805). This are as follows first is “Reading concentration

when taking exam is a must” (mean=4.425) second is “I believe that motive to read are

important” (mean=4.325) third is “I’m trying to improve my vocabulary to enhance my

reading ability” (mean=4.2) fourth is “I do read books” (mean=3.925) fifth is “I often

interested in reading” (mean=3.875) six is “I study harder to improve my reading ability”

(mean=3.875) seventh is “I adhere to the “ Speak English policy” to improve speaking and

reading” (mean=3.525) eight is “The rushing when reading is hindrance on my reading

comprehension’ (mean=3.425) ninth is “I struggled to fully understand what I’ve read”

(mean=3.075) last is “Background about reading a passage is needed” (mean=3.4) ‘students

are often interested in reading despite of the hindrance.

When it comes to the teacher factors of the respondents. It shows that questions were

well explained prior to the reading of the selection, the grand mean score of (mean=4.1125)

state that teachers always read the text fluently and students being inspired. The teacher

motivation is effective and showing of smartness, confidence, firmness in reading helps the

students became more interested. Giving feedbacks after the students reading stories and
teach various strategies helps students being motivated. In addition, unlocking of difficulties

after reading helps students to develop vocabulary.

When it comes to environmental factors affecting the reading comprehension of the

respondents. The grand mean (3.3) fall down to sometimes.” I prefer plenty of fresh air and

the temperature should be fairly cool when in reading” got the highest weighted mean score

of 4.075% it state that in reading it should be cool and have fresh air. Next is the reading

instructions used in the classroom must be creative with a mean score of 3.975% this way

you caught the student’s attention. Then “I prefer reading a book inside my room” with a

mean score of 3.825% followed by “It’s difficult to focus in reading when my surroundings is

too hot or too cold” with mean score of 3.825%, reading with unwanted temperature is hard

to concentrate. The next is “Reading skills is influenced by literacy environment” mean score

of 3.775%, six is “Too much light or too little can cause strain and fatigue and lower my

reading efficiency” mean score of 3.225%, seventh is “Thermal quality matter when reading”

mean score of 3.35% eight is “I listen to music to comprehend what I read” mean score of

2.825% ninth is “The color of the classroom affect the reading ability” mean score of 2.25%,

last is “I need background noise while reading” mean score of 1.875% got the lowest

weighted score which means that most of the respondents prefer silence when reading.

CONCLUSION

The following are conclusions formulated by the researchers based on the data that they had

gathered.

The highest numbers of the respondents were females with 62.5%. More of them belonged to

the ages 16-21years old with their percentage 62.5%. Most of the respondents were single

with 95%. Most of the respondents were belonged to the bracket of 2-7 family members with
70%. Fifty-two point five percent (52.5%) of the family monthly incomes of the respondents

were less than 5,000 below.

The family factors in terms of the respondents answered “always” my parents allow me to

read books at home to develop my reading and comprehension, got the highest score with the

mean of 4.15 and answered seldom “Educational attainment of my parents affect me” got

lowest score with mean of 2.4.

The student factors in terms of “Reading concentration when taking exam is a must”

respondents answered “always” has a weighted mean score of 4. 425. Background about

reading a passage is needed’ respondents answered “sometimes” got the lowest score mean of

3.4.

The teacher factors in terms of “when my teacher read fluently it inspires me” has weighted

mean score of 4.425 which was described as always. Processing of the given questions

regarding the selection were observed (presentation of answers) has lowest mean score of

3.65.

The environmental factors in terms of “I prefer plenty of fresh air and the temperature should

be fairly cool when in reading” with a weighted mean score of 4.075 has a descriptive rating

of always affect the reading comprehension.

RECOMMENDATIONS
Based on the conclusion, the following recommendations were drawn;

1. To the school administrator always provide well-lighted facilities like the classroom,

library and even at the canteen or any other place where students can read to avoid

damaging the eyes. And see to it to check the availability of reading materials or

resources in the library. Surrounding should relatively quiet so that the learners can

really understand and absorb what they are reading.

2. To the parents, set a good example to your children while they are still young

particularly in reading for them to acquire it. They should give more attention to their

children to guide them in spiritual, mental, and physical aspects. They should give

enough time to read their children at the early age in order to learn well.

3. To the students, you motivate yourselves to love and enjoy reading for you to be able

to improve your reading comprehension ability.

4. To the teacher they must be able to perform his obligation religiously and acquire

those qualities an effective teacher must possess to help students develop their reading

comprehension ability. They should be able to remember always that every student

has different learning disabilities which may affect the students learning

comprehension.

5. To the low-income family make it a habit to collect materials that might help your

children in terms of reading. Especially, don’t let poverty be a hindrance in

developing your children’s reading comprehension ability.

BIBLIOGRAPHY
APPENDICES
APPENDIX A. The Survey Questionnaire

QUESTIONNAIRE

Directions: Please answer the following questions by checking your best option.
Part I. Socio-Economic Profile
Name (Optional): _________________________________________________
Age: Sex: Civil Status: Family Size:
( ) 16-21 ( )Female ( ) Married ( ) 2-7 members
( ) 22-27 ( ) Male ( ) Single ( ) 8-13 members
( ) 28-33 ( ) widow ( ) others, pls.
Others, pls specify: ____ specify; _______

Family Monthly Income:

( ) P 5,000.00 below
( ) P 5001- 10,000.00
( ) 10,001.00 above
Part II. QUESTIONNAIRE PROPER
DIRECTIONS: The following are the factors affecting the reading comprehension ability of
the First year to Second Year students of the Remnant Christian Colleges-Palawan. Please
answer the following by checking your best option on its appropriate column.
Legend:
1- Never 3- Sometimes 5- Always
2- Seldom 4- Often

A. Family Factors

INDICATORS ALWAYS OFTEN SOMETIMES SELDOM NEVER

(5) (4) (3) (2) (1)
1. I observe that my
parents are having
difficulties in reading and
comprehension that also
leads me to low reading
and comprehension skills
2.I experience given
enough time for reading
and studying at home.
3.Parental guidance and
tutorial reading at home
are important.
4.Educational attainment
of my parents affect me.
5.Parental support towards
reading is necessary.
6.My parents worry about
my reading ability.
7.Reading materials at
home is necessary.
8.I feel motivated to read
when I receive support
from my family.
9.Reading activities at
home is fun.
10.My parents allow me to
read books at home to
develop my reading and
comprehension.

B. Student Factors

INDICATORS ALWAYS OFTEN SOMETIMES SELDOM NEVER

(5) (4) (3) (2) (1)
1.I often interested in
reading.
2.I believe that motive to
read are important.
3.Background about
reading a passage is
needed.
4.I do read books.

5.I study harder to

improve my reading
ability.
6.I adhere to the “ Speak
English policy” to improve
speaking and reading.
7.I struggled to fully
understand what I’ve read.
8.Reading concentration
when taking exam is a
must.
9.The rushing when
reading is hindrance on my
reading comprehension.
10.I’m trying to improve
my vocabulary to enhance
my reading ability.

C. Teacher Factors
 INDICATORS ALWAYS OFTEN SOMETIMES SELDOM NEVER
(5) (4) (3) (2) (1)
1.The teacher used
effective motivation to
arouse reading
comprehension.
2.Unlocking of difficulties
were observed prior to the
reading proper (vocabulary
development)
3.Questions were well
explained prior to the
reading of the selection.
4.Processing of the given
questions regarding the
selection were observed
(presentation of answers)
5.When my teacher read
fluently it inspires me.
6.Teacher give feedbacks
after the students reading a
story.
7.The teacher needs to
have more reading
strategies.
8.Teacher shows
smartness, confidence,
firmness in reading stories.
9.My teacher helps me
improve my vocabulary.
10.Teachers show various
strategies and techniques
in reading activities.

D. Environmental Factors
 INDICATORS ALWAYS OFTEN SOMETIMES SELDOM NEVER
(5) (4) (3) (2) (1)
1.I listen to music to
comprehend what I read.
2.I need background noise
while reading.
3.The color of the
classroom affect the
reading ability.
4.It’s difficult to focus in
reading when my
surroundings is too hot or
too cold.
5.Too much light or too
little can cause strain and
fatigue and lower my
reading efficiency.
6.Reading skills is
influenced by literacy
environment.
7.I prefer plenty of fresh
air and the temperature
should be fairly cool when
in reading.
8.I prefer reading a book
inside my room.
9.Reading instructions
used in the classroom must
be creative.
10.The thermal quality is
matter when reading.
APPENDIX B. Letter to the Vice-President of Academic Affair

Republic of the Philippines

REMNANT CHRISTIAN COLLEGES-PALAWAN
Ramon Magsaysay, Aborlan, Palawan

April 29, 2024

LEONITA D. DELA ROSA, PhD
Vice President for Academic Affairs
Remnant Christian Colleges-Palawan
Ramon Magsaysay, Aborlan, Palawan

Madam:
Greetings!
We, Mary Jane M. Sutacio and Geraldine F. Gregorio are second year college
students taking up Bachelor of Secondary Education (BSED) major in English are also on the
process of conducting our research entitled “FACTORS AFFECTING THE READING
COMPREHENSION ABILITY OF THE FIRST AND SECOND YEAR COLLEGE
STUDENTS OF REMNANT CHRISTIAN COLLEGES-PALAWAN” as our
requirement in Language Education Research.
`In line with this, we are requesting from your good office that we be allowed to
conduct our research in this institution. Furthermore, we would like to request that these
students should participate in the said research as our respondents.
We are hoping for the approval of this request.
Thank you very much!

Very truly yours,

MARY JANE M. SUTACIO

GERALDINE F. GREGORIO
(Researchers)
Recommending Approval:
MR. EARL GRINGO A. PADUL
Research Adviser
 APPROVED:

LEONITA D. DELA ROSA., PhD

Vice-President for Academic Affairs

APPENDIX C: Photo Documentation