Unraveling the Factors Affecting Reading Comprehension of Senior High

School Students at ENHS During the School Year 2023-2024

A Research Proposal Presented to

The Senior High School Faculty of Escalante National High School Brgy. Alimango

Escalante City Negros Occidental

In Partial Fulfillment of the Requirements in Practical Research 1 S.Y 2024-2025

GRADE 11-AQUINO RESEARCH TEAM

ARCOSA PRECIOUS MIA YSABELLE

MENDOZA RYZA

CAMINOS JOSE MARIE

MEDIQUILLO JUNICHI

GAMAO JAMES CARL

MRS.CHRISTINE AQUINO

May 2024
ACKNOWLEDGEMENT

The completion of this research study would not have been possible without the

assistance of so many people. The researchers are extending their gratitude to those

people who made this research successful. First of all, the highest praise should be given

to our Almighty God who gave us knowledge, strength and confidence to had a research

paper. To our beloved teacher, Ma’am Christine Aquino 11 Aquino, and to all student here in

Escalante National High School, thank you for your cooperation and assistance when we

needed.
 TABLE OF CONTENTS

Page

TITLE PAGE i

ACKNOWLEDGEMENT ii

TABLE OF CONTENTS iii

ABSTRACT iv

INTRODUCTION 1

Background of the study 1

Statement of the problem 4

Theoritical Framework 5

Scope and Limitations of the Study 8

Significance of the study 9

Definition og terms 10

Review of Related Literature 16

METHODS 20

Research Design 20
 Participants of the study 21

Research Instrument 22

Data Gathering Procedure 23

Data Analysis Procedure 24

RESULTS AND DISCUSSION 24

Data Analysis 41

Summary 44

Recommendations 45

CONCLUSION 49

REFERENCES 50

APPENDICES 55

Consent Form 56

Validation letter 58

Validation Form 60

Research Instrument 63
 Abstract

The purpose of this study is to explore the factors that contribute to the reading

comprehension abilities of senior high school students at ENHS during the school year

2023-2024. Reading comprehension is a crucial skill that plays a significant role in academic

success and overall learning. By identifying the factors that influence reading

comprehension, educators can develop effective strategies and interventions to enhance

students' reading abilities.

The study will employ a face to face approach, qualitatives measures such as

interviews, qualitative methods including interviews and observations. The participants will

be senior high school students at ENHS, and data will be collected through various

instruments to gather comprehensive information on the factors affecting reading

comprehension.

The findings of this study will provide valuable insights into the factors that impact

reading comprehension among senior high school students at ENHS. These factors may

include individual characteristics, such as prior knowledge and vocabulary skills, as well as

external factors like instructional methods and classroom environment. Understanding

these factors will enable educators to tailor their teaching strategies and interventions to
meet the specific needs of the students, ultimately improving their reading comprehension

abilities.

CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

Communication and reading skills are the abilities that allow individuals to express the

words and meaning they have understood. They provide the tools to create precise

information, both grammatically and technically. Delivering the right phrases and correct

pronunciation requires being specific and accurate, especially when engaging in activities

such as communicating, reading, and writing.

Reading comprehension is the capacity to process written text, comprehend its meaning,

and integrate it with the reader's existing knowledge. It relies on two interconnected abilities:

word reading and language comprehension. It is a creative and multifaceted process that

depends on various language skills, including phonology and syntax.

Comprehension is a fundamental component of reading and the primary reason why we

read. The ultimate goal of developing literacy skills, such as decoding sounds and syllables,

is to become more automatic in the reading process. This allows us to focus our attention
on comprehension and making meaning. Skilled readers are purposeful and active,

absorbing what they read, analyzing it, making sense of it, and internalizing it.It is important

to note that reading comprehension is not simply the sum of language comprehension and

decoding. It is a product of the interaction between these two components. The level of one

component can influence the other, affecting the overall reading comprehension ability.

Reading comprehension plays a crucial role in students' academic success. Research

has shown that fluent readers have better comprehension, higher vocabulary levels, and

improved overall reading ability. It enables students to read with ease and speed, allowing

them to focus on understanding the text rather than decoding individual words. Students

who struggle with reading may experience frustration and anxiety, leading to a negative

attitude towards learning and decreased motivation. Therefore, it is essential for teachers to

prioritize reading instruction in their classrooms to ensure students have the necessary skills

to succeed academically.

Being fluent in reading is an important skill for individuals of all ages, as it serves as the

foundation for successful reading comprehension. When individuals have developed and

improved their reading skills, they can read text with accuracy, speed, and expression, which

enhances their ability to comprehend the material. This skill not only benefits students in

their academic pursuits but also extends to everyday activities, such as reading instructions

or information on a product label. Therefore, studying reading comprehension is crucial as

it helps individuals develop strong reading skills that can be applied throughout their

lifetime.

In the Philippines, the status of reading comprehension among children is a cause for

concern. Research indicates that a significant number of Filipino students struggle with

reading comprehension. For example, the 2019 National Achievement Test (NAT) results

revealed that only 31% of Grade 12 students scored at least 75% in the Reading

Comprehension test. Additionally, the Philippine Informal Reading Inventory (Phil-IRI)

conducted in various regions of the country showed that many students, particularly those

from rural areas, have poor reading skills. This lack of reading comprehension has negative

effects on a child's academic performance and future success.

To address this issue, it is crucial for schools and educators to implement effective

reading programs and strategies that focus on improving literacy skills among Filipino

students. By prioritizing reading comprehension instruction and providing targeted support,

schools can help bridge the gap and ensure that students have the necessary skills to

succeed academically.
 The present study aims to explore the factors affecting reading comprehension among

Senior High School students at Escalante National High School (ENHS) during the school

year 2023-2024 and its impact on their academic performance.

Statement of the Problem

This study aims to explore the affecting factors of reading comprehension among

senior high school students at ENHS and their perceived impact on academic performance.

Specifically, the study seeks to answer the following qualitative research questions:

1. What are the students' perceptions of their own reading comprehension skills?

2. How do students perceive the influence of various factors on their academic

performance?

3. What strategies or resources do students believe could enhance their reading

comprehension?
Theoretical and conceptual framework

This study aimed to explore and Unraveling the Factors Affecting Reading

Comprehension of Senior High School Students at ENHS, S.Y 2023-2024. The concept of this

study includes students perceptions of their own reading comprehension skills, which

serves as the input. The process involves conducting interviews to gain insights, and the

output is the obtained information about students self-perception of their reading

comprehension skills. To present this study in a clear statement, a research paradigm was
CONDUCT
INTERVIEWS WITH OBTAIN
organized to show how the study was pursued.
STUDENTS
STUDENTS TO GAIN INFORMATION
CURRENT READING ABOUT STUDENTS
INSIGHTS INTO
COMPREHENSION SELF-PERCEPTION
THEIR PERCEPTIONS
SKILLS AND THEIR OF THEIR READING
OF THEIR OWN
PERCEPTIONS OF COMPREHENSION
READING
THESE SKILLS SKILLS
COMPREHENSION
SKILLS
Figure 1 shows the research paradigm depicting the conceptual framework of the study

Reading comprehension is widely agreed to be not one, but many things. At the least,

it is agreed to entail cognitive processes that operate on many different kinds of knowledge

to achieve many different kinds of reading tasks. Emerging from the apparent complexity,

however, is a central idea: Comprehension occurs as the reader builds one or more mental

representations of a text message (eg, Kintsch & Rawson, 2005). Among these

representations, an accurate model of the situation described by the text (Van Dijk & Kintsch,

1983) is the product of successful deep comprehension.

There is a wealth of theoretical and empirical evidence regarding the significant role of

prior knowledge in reading comprehension. The purpose of this chapter is to examine the

substantial body of research on knowledge in light of current models of comprehension. As

such, we begin by describing theoretical accounts of the role of knowledge in reading

comprehension. We then review the empirical evidence describing the role of knowledge in

comprehension and the relationships among knowledge, reading skill, and language

development in support of reading comprehension. In doing so, we both substantiate the

critical role of knowledge in reading and also identify promising areas for future research and

practice. There is little question that the basic skills of decoding and interpreting words are

essential for accessing and successfully comprehending text. This well-documented

understanding has led to a strong emphasis on basic (word-level) skills in early reading

instruction and to the design of skills-focused interventions for older students who struggle

to make sense of grade-appropriate texts. This focus on basic skills has often overshadowed

attention to other supports for comprehension and other possible explanations for

comprehension difficulties—the skills and knowledge that are involved in comprehension

itself, which assist students not just in reading and recalling text, but in learning from text.

The focus on basic skills has sometimes caused educators and policymakers to overlook

research demonstrating that basic skills, comprehension strategies, and knowledge develop

simultaneously, rather than sequentially—and that instruction that supports the latter is

essential even before students have mastered basic skills (eg, Rapp, van den Broek,

McMaster, Kendeou, & Espin, 2007). Moreover, the focus on word-level skills has diverted

attention away from decades of research that have informed our understanding about how

readers comprehend text and, in particular, the role of knowledge in comprehension.

This study focuses on the significance of reading comprehension skill in English

reading programs. Despite the relevance of reading comprehension, it has been overlooked

in many reading programs. The paper presents different theories such as behaviorism,

information processing model theory, automaticity theory, and Ehri and McCormick’s word

learning theory that provide insights into the importance of reading comprehension skill. The

study aims to identify the theories behind oral reading strategies and the gap in research

related to oral reading comprehension. It also highlights different reading-aloud techniques

and assessment methods while exploring the factors that affect students’ oral reading
comprehension. The practices that this paper investigates and presents concerning

teaching and assessing oral reading comprehension could be used by policymakers and

curriculum designers to integrate this essential skill in their reading programs.

Scope and limitations

This study will cover the factors affecting the reading comprehension of senior high

school students at Escalante National High School. The primary subject of this research

study will consist of the senior high school students enrolled in the academic year 2024-

2025.

The limitations of the study are restricted to Senior High School students at Escalante

National High School, which may not accurately reflect the general population. This is a

significant drawback of the study. It is important to remember that the findings and results

may only be applicable within a similar context, specifically within Escalante City. The

study's limitations are further emphasized by the fact that the sample size is restricted to

senior high school students from a single school. This limited sample may not represent the

broader population, and the findings cannot be generalized or transferred to all students or

schools outside of the specific context of Escalante National High School.

Significance of the Study

The findings of this study could provide a database that can be used as a tangible

reference for more meaningful educational services. Results could be useful in the solution

of problems related to English language teaching and learning.

Students. The students of ENHS could find essential feedback and information as

regards their language learning which could provide guidance and direction on better English

language skills development and for a more improved language performance. Moreover, they

could also be directed to focus in any of the comprehension skills identified as weak among

them.

Teachers. The results could also guide the teachers in English relative to information

on the level of the students’ comprehension and academic performance. They can use the

essential information to improve their teaching practices. With the results, they could then

device approaches and strategies on how to integrate learning content with the students’

current deficiencies. Consequently, emphasis on the improvement of the English program

will be looked into.

 Administrators. The administration could use the results of the study as areference in

formulating school policies andprograms. Through the results, they can propose and initiate

inservice trainings and seminars for the teachers. Gradually, the English program content

can be improved based on the needs of the students. Significantly, the results can shed light

in evaluating the Sciences and Mathematics.

Researchers. The result of the study could provide meaningful data useful for other

research enthusiasts. Hopefully, more replicate studies along this line of concern can be

done to further ascertain relationship of comprehension on academic.

Definition of terms

Comprehension— refers to the ability to understand the meaning of something, such

as a written text, speech, or situation. It involves not only recognizing words or phrases but

also grasping the underlying concepts and ideas. In other words, it's the process of turning

information into knowledge.

Literacy skill— refers to the ability to read, write, and communicate effectively in a

particular language or context. It encompasses a range of abilities, including

comprehension, vocabulary, spelling, grammar, and critical thinking. Developing strong

literacy skills is essential for personal and professional success, as well as for active

citizenship in modern society.

Precise information— refers to accurate, clear, and concise data or knowledge that is

free from errors, ambiguity, or vagueness. It is characterized by its specificity, relevance, and

reliability. Obtaining precise information is crucial in various fields, such as science,

engineering, medicine, and business, where decisions based on accurate data can have

significant consequences.

Fluent— means being able to speak, write, or understand a language easily and

accurately, without any significant difficulty or hesitation.

Internalizing— refers to the process of absorbing and integrating something, such as

knowledge, values, beliefs, or emotions, into one's own mindset or personality. It involves

understanding and accepting the information on a deep level, so that it becomes a part of

who you are and influences your thoughts, actions, and decisions.

Fundamental components— refer to the basic and essential parts or elements that

make up something. These are the building blocks or foundational pieces without which the

thing in question cannot exist or function properly. Understanding the fundamental

components of something is crucial for understanding its nature, behavior, and interactions

with other things.

Reading compression— refers to a technique used to condense or summarize written

text while preserving its essential meaning. It involves identifying the main ideas and key

points in a text and presenting them in a concise and clear manner. This can be useful for

quickly understanding complex or lengthy documents, as well as for memory retention and

note-taking. Reading compression often involves paraphrasing, selecting important details,

and eliminating unnecessary information.

Significant— means having great importance, consequence, or meaning. It can refer

to something that is noteworthy, influential, or indicative of a larger trend or pattern. In a

statistical context, it may refer to a result that is unlikely to occur by chance alone and

therefore warrants further investigation.

Crucial— means extremely important or necessary. It implies that something has the

potential to significantly impact the outcome or result of a situation.

Database— is an organized collection of structured data, typically stored

electronically in a computer system. It is used to store, manage, and retrieve large amounts
of information efficiently. Databases are commonly used in various applications such as

business, healthcare, education, and science to organize and analyze data. They typically

consist of tables, rows, and columns that store specific types of information, and they use a

query language to retrieve data from the database. Examples of database management

systems include MySQL, Oracle, and Microsoft SQL Server.

Tangible reference — is a physical object or material that can be touched and held,

and which provides information or guidance about a particular topic or subject. Examples of

tangible references include books, magazines, maps, artifacts, models, and instruction

manuals. These types of references are often used in education, research, and everyday life

to gather information and understand concepts more deeply. They provide a concrete and

tactile way for individuals to engage with and explore various topics.

Essential— means absolutely necessary or indispensable for a particular purpose or

result.

Guidance— refers to the advice, instruction, or direction given to help someone make

decisions, achieve goals, or navigate through a process or situation. It can be provided by

experts, mentors, peers, or even oneself, and typically aims to lead individuals towards a

desired outcome or better understanding of a topic.

 Integrate— refers to the process of combining or bringing together different elements,

parts, or systems to form a unified whole. It can involve harmonizing diverse perspectives,

ideas, technologies, or practices to create a more efficient, effective, or cohesive system.

The goal of integration is often to enhance the overall performance, reliability, or usability of

a product, service, or process.

Deficiencies— refer to the lack or absence of something that is necessary, desirable,

or expected. They can be gaps, shortcomings, or defects in a system, process, product, or

service that prevent it from achieving its intended purpose or meeting certain standards or

requirements. Identifying and addressing deficiencies is crucial for improving quality,

performance, and overall satisfaction.

Grammatically correct— refers to the proper use of grammar rules in written or

spoken language. It involves understanding and applying the rules of syntax, morphology,

and semantics to construct sentences that are clear, coherent, and free from errors.

Grammatically correct language is essential for effective communication and conveying

intended meaning.
 Technically correct— refers to the accurate use of technical terms or jargon within a

specific field or context. It involves understanding and applying the specialized vocabulary

and concepts of a particular discipline or area of expertise. Technically correct language is

important for precise communication and avoiding misunderstandings among those with

shared knowledge and experience.

Consequently— means as a result or consequence of something else that happened.

It implies that there is a cause-and-effect relationship between two events or actions. For

example, "I missed the bus, consequently I was late for work." In this sentence, missing the

bus caused the person to be late for work.

Reference— means a person, thing, or event that is referred to or cited in order to

illustrate or support a statement, an idea, or an argument. It can also mean a book, article,

or other source of information that provides authoritative information on a particular

subject. For example, "I found a great reference for my research paper in the library," or "The

artist referenced classical Greek sculpture in her work."

Enthusiasts— are people who have a strong interest or passion for a particular activity,

subject, or hobby. They typically devote a significant amount of time and energy to pursuing
their interests and often have extensive knowledge or skills related to their area of

enthusiasm.

Replicate— means to make an exact copy or reproduction of something, either

physically or in essence. This can involve duplicating the original's appearance, function, or

characteristics. The term is often used in scientific research, manufacturing, and artistic

endeavors.

Chapter 2

Review of Related Literature and Studies

This study aims to explore and unraveling the factors influencing reading

comprehension among Senior High School (SHS) students enrolled at Escalante National

High School, Escalante City, Negros Occidental, during the academic year 2023-2024. To

provide a comprehensive understanding of this phenomenological research approach, the

review of related literature and studies includes the following:

 Rosenblatt’s (1994) Transactional Theory of Reading, as cited by Marhaeni, A. (2019),

suggests that the meaning of a text is co-created by the reader and the text itself. This implies

that a student’s background knowledge and life experiences can significantly influence their

interpretation and understanding of a text. For senior high school students, this could mean

that their comprehension of academic texts is shaped by their prior knowledge and

experiences. Therefore, educators should consider students’ backgrounds when designing

reading materials and comprehension tasks. In his “Working Memory Theory,” Baddeley

(2012), as cited by Baddeley, A. (2016), posits that our working memory capacity can impact

our understanding of new information. For senior high school students, this could mean that

those with high cognitive loads may struggle with reading comprehension. This is particularly

relevant in the context of complex academic texts that require significant cognitive

resources to understand. Educators can help by designing instructional strategies that

reduce cognitive load, such as breaking down complex texts into manageable chunks.

The Social Constructivist Theory, expanded by Palincsar and Brown (2017), as cited by

A.L. Brown, A.S. Palincsar (2018), emphasizes the role of social interactions in cognitive

development. This suggests that peer discussions, teacher guidance, and classroom

interactions can enhance students’ comprehension skills. In a senior high school setting,

this could mean implementing collaborative learning activities —such as group discussions
and peer tutoring— to foster deeper understanding and scaffold students’ comprehension

processes.

Research by Thompson (2021), Lee et al. (2022), and Kim (2023) emphasizes the

positive correlation between vocabulary enrichment and reading comprehension. For senior

high school students, this could mean that systematic vocabulary instruction and the use of

e-books with vocabulary enrichment features can enhance their comprehension of

academic texts. According to the Massachusetts Institute of Technology (MIT) McGovern

Institute for Brain Research in United States, explicit vocabulary instruction integrated into

the curriculum can also help students comprehend diverse materials. The study suggests

that Metacognitive Strategies can significantly improve reading comprehension. For senior

high school students, this could mean teaching them to set goals, monitor their

comprehension, and regulate their reading processes. By empowering students with these

strategies, educators can help them take control of their reading and enhance their

understanding of texts. This study delves into the Interplay between metacognition (thinking

about one’s own thinking) and motivation within the context of self-regulated learning. This

research contributes to our understanding of how learners strategically regulate their

cognitive processes, monitor their progress, and maintain motivation during learning

experiences— Zimmerman & Moylan’s (2019).

 However, there are also studies that prove that there are negative effects on reading

comprehension skills among senior high school students. Davis (2023) and Martinez (2024)

suggested that students who lack relevant background knowledge face challenges in

comprehending texts. For senior high school students, this could mean that gaps in their

background knowledge can hinder their ability to fully understand and engage with

academic texts. Educators can help by providing content-rich instruction to bridge these

gaps. Pekrun, Goetz, Titz, and Perry (2020) also stated that reading anxiety can negatively

affect reading comprehension. Based on their research, they developed taxonomies for

different academic emotions and created a self-report instrument called the Academic

Emotions Questionnaire (AEQ). Using the AEQ, they tested assumptions from cognitive-

motivational models and control/value theories regarding the effects of emotions on

motivation, learning strategies, cognitive resources, self-regulation, and academic

achievement. For senior high school students, this could mean that those who feel anxious

about reading may avoid it, limiting their exposure and practice in reading comprehension

skills.

Furthermore, Leu and Forzani (2018) argue for the necessity of digital literacy in

contemporary education, stating, “Navigating online texts requires a distinct set of skills,

including evaluating credibility and synthesizing information from multiple sources” (Leu &

Forzani, 2018). For SHS students, developing these skills is critical in enhancing reading

comprehension in digital contexts.

 In conclusion, the theories and research discussed above provide strong evidence

supporting the various factors influencing reading comprehension among senior high school

students. By understanding these factors, educators can design effective instructional

strategies to enhance students’ reading comprehension during the school year 2023-2024.

Chapter 3

Methodology

This chapter presents the research methodology employed in conducted a study. This

includes an overview of the research design, the participant of the study, data collection

procedures, and data analysis techniques.

Research Design

This research study will utilize a qualitative research design chosen to explore and

understand of unraveling the factors influencing reading comprehension among senior high

school (SHS) students. Qualitative research provides a deeper understanding object matter

and allows for the exploration of multiple perspectives and experiences. The design will also
enable the researcher to gather rich and detailed data to address the research questions

effectively.

This approach allows for rich, contextual exploration of participants’ experiences,

perceptions, and behaviors related to reading comprehension. The study employed a

phenomenological research design, aiming to uncover the live experiences and subjective

interpretations of reading comprehension among the participants.

Participants of the study

The target population for this study, Grade 11 students specifically grade 11 Humss

Aquino students from Escalante National High School, will be selected as participants. The

study will select diverse group of students representing various academic abilities,

backgrounds, and reading comprehension skills.

Parent of Grade11 humss Aquino students will be an essential group of participants.

Both mothers and fathers or other guardians who are actively involved in their child

education will be included. This study aim to unravel the factors in reading comprehension

and perspectives of parental evolvement.

 Teachers, specifically the advisers of the student participants, who are responsible for

teaching Grade 11 students at Escalante National High School will also be participants. Their

insights and observations regarding parental involvement and its impact on students

academic performance will be valuable for the study.

Research Instrument

In this research, the instrument will consist of interviews and focus group discussions

to gather qualitative data to better understand Grade 11 student, parents, educator's

perspective. Therefore, in the context of this investigation, the study approach will include

Grade 11 students, their parents and their respective advisers.

The researchers will utilize a semi-structured format to provide a more comprehensive

of understanding of the factors affecting reading comprehension among Grade 11 students.

The interviews will provide the students platform to express their feelings, experiences and

challenges, and provide feedback to enhance their reading comprehension skills. During the

students interviews, seven questions will be ask of the students. A focus group discussion

will be conducted with the students, this gives the interviewer and participants the freedom

and flexibility of an open forum and to disgrees from questions so that she/he may analyze

or explore for more considerations.

Data Gathering Procedure

To collect data, a combination of semi-structured interviews and focus group

discussions (FGDs) will be conducted with the Grade11 students, their parents, and

advisers. These methods was chosen to capture the objective experiences, perspectives

and attitude of both students and parents regarding the parental involvement and its impact

on academic performance.

The semi-structured interviews will be conducted individually with the participants to

allow for a more in-depth exploration of there experiences and perspectives. The interviews

will be guided by a set of predetermined open-ended questions that covered various aspects

of reading comprehension skills, parental involvement, including communication with

teachers, academic support at home, students expectations.

The focus discussions, on the other hand, involve small groups of students. These

sessions will aim to encourage interactive discussions and provide opportunities for

participants to share and reflect on their experiences collectively. The FGDs will be

facilitated by the researcher, who will guide the conversation using a flexible interview guide.
 Both interviews and FGDs will be audio recorded with the participants consent to

ensure accuracy during the analysis stage. Field notes will be also taken to capture non-

verbal cues and observations that could enhance the analysis process.

Data Analysis Procedure

The data collected through interviews and FGDs will be transcribed verbatim and

analyzed using thematic analysis. This approach will involve identifying patterns, themes,

and categories within the data to gain a comprehensive understanding of reading

comprehension and its effects in academic performance. The analysis process will consist

of several steps, including familiarization with the data, theme development, and

interpretation.

To enhance the rigor and validity of the findings, member checking was conducted,

allowing participants to review and validate the initial analysis. The feedback provided by the

participants will be incorporated into the final analysis, ensuring that their voices were

accurately represented.

Chapter 4
 Results and Discussion

Introduction

Reading comprehension is a significant skill that furthers the development of learners’

various academic tasks. It helps them decoding a text, analyzing, explaining, and expressing

their own ideas about written materials. Learners should develop a strong ability to

understand written materials to struggle with the academic tasks that their teachers deal

with them. A primary objective of reading comprehension is to aid learners improve skills

and comprehension of texts if they want to be skilled readers.(Abbas Pourhosein Gilakjani,

Narjes Banou Sabouri,2016).

According to the research conducted by Romie C. Mabborang & Melecio S.

Balero,(2023) their study published investigates the various elements that influence reading

comprehension skills among senior high school students. Furthermore, Andrew D

Manansala & Jessica J Jimenez examined "Motivation and Comprehension in Reading of

Senior High School Students," with their work being published in the ASEAN Journal of Basic

and Higher Education during the School Year 2019 - 2020. These investigations provide

critical insights into the development of reading comprehension skills, offering guidance for

pedagogical approaches and academic support.

 This study sought to explore the reading comprehension of students who had their

parents as either their principal, teacher, or coach in the senior high school they attended

and how these experiences influenced them socially, academically, and emotionally. The

participants in this study were comprised of five senior high school students at Escalante

National High School. The five participants were chosen due to their response in the initial

demographic interview of having had a experiences or challenges in reading comprehension

. There were three females and two males participants.

The researcher developed a semi-structured interview for the face-to-face interviews.

In an effort to gauge the experiences of the participants, the researcher facilitated the

interviews with the items listed in the guide.

1. Are there any common mistakes or misunderstanding about

understanding what you read that you've come across? Why do you say so?

2. Have you ever had trouble understanding a text? How did you handle it

and improve your understanding?

 3.Why is it important for you to ask questions while reading? How does it

help you understand better?

4. How can you tell how the author feels in a text, and why is it important for

your understanding?

5. How can taking effective notes improve your ability to remember and

understand the information you read?

6. How do you perceive the influence of different factors, such as motivation,

study habits, and external distractions, on your academic performance?

7. How can you enhance your reading comprehension skills to better

understand the texts you've encounter?

Table 1 matches the open-ended qualitative interview questions with the corresponding

research questions.

Table 1
Interview Questions that Respond to Research Questions

Corresponding Interview List of Interview Questions

Research Question

Questions

1 1 Are there any common mistakes or

misunderstanding about understanding what

you read that you've come across? Why do

you say so?

1 2 Have you ever had trouble understanding a

text? How did you handle it and improve your

understanding?

3 3 Why is it important for you to ask questions

while reading? How does it help you

understand better?

1 4 How can you tell how the author feels in a

text, and why is it important for your

understanding?
 3 5 How can taking effective notes improve your

ability to remember and understand the

information you read?

2 6 How do you perceive the influence of different

factors, such as motivation study habits, and

external distractions, on your academic

performance?

3 7 How can you enhance your reading

comprehension skills to better understand

the texts you've encounter?

Research Question 1: What are the factors affecting the students reading

comprehension skills?

Interview Question 1: Are there any common mistakes or misunderstanding about

understanding what you read that you've come across? Why do you say so?

Participant 1 (Janessa)

Yes, when I doesn't ask for any clarification. When sometimes I do that I miss an

important details.

Participant 2 (Nemeul)
 Yes, because I have encountered many words that are not very familiar to me, and if

I connect these words, it is difficult to answer them.

Participant 3 (Welyn)

Sometimes, when I read quickly, I sometimes don't understand what I'm reading

because it's too fast.

Participant 4 (Arlyn)

Yes, because there are unfamiliar words that I encounter in my readings, sometimes

I don't understand them, especially if the words are very complex.

Participant 5 (Mel)

Yes, Common mistakes include not paying attention to details and not asking

questions, leading to misunderstandings; it's important to actively engage with the

text to comprehend it fully.

Research Question 1: What are the factors affecting the students reading

comprehension skills?

Interview Question 2: Have you ever had trouble understanding a text? How did you

handle it and improve your understanding?

Participant 1 (Janessa)
 Yes, I have had trouble understanding a text before. To handle this, I would reread and

look up in dictionaries. By doing that I can gain broader understanding.

Participant 2 (Nemeul)

Yes, like what I answered earlier in the first question, I have encountered many words

that are difficult to understand or are unfamiliar. To understand these unfamiliar

words, I read and analyze them carefully to grasp their intended meaning.

Participant 3 (Welyn)

Sometimes, but what I do is I repeatedly read the text until I understand it.

Participant 4 (Arlyn)

Yes, what I do when I don't understand words is I search for their definitions to help

me understand.

Participant 5 (Mel)

Yes, I've encountered difficulties understanding texts before, and I addressed them

by rereading, looking up unfamiliar words, and asking for help from teachers or peers.

Research Question 1: What are the factors affecting the students reading

comprehension skills?

Interview Question 4: How can you tell how the author feels in a text, and why is it

important for your understanding?

Participant 1 (Janessa)

To understand how the author feels in a text, I can look for clues such as word choice

It's important to consider the author's perspective and how it may influence their

writing to understand the authors intention.

Participant 2 (Nemeul)

In my opinion, while reading a text, I really feel the thoughts of the writer, if I

understand their point of view, and this helps me learn from their text.

Participant 3 (Welyn)

I feel the author's message through the words they use. This is important for me to

understand what the author or the text is trying to convey.

Participant 4 (Arlyn)

To determine the author's emotions in a text, you can analyze their word choice, tone,

figurative language, and sentence structure. Understanding the author's emotions is

important for better comprehension because it provides context, offers insight into

their perspective, aids interpretation, and enhances engagement with the text.

Participant 5 (Mel)

You can tell how the author feels in a text through their choice of words, tone, and the

events they describe; understanding the author's perspective enhances

comprehension and interpretation of the text.

Research Question 2: How do students perceive these factors affecting their academic

performance?

Interview Question 6: How do you perceive the influence of different factors, such as

motivation study habits, and external distractions, on your academic performance?

Participant 1 (Janessa)

Different factors, study habits, can have a significant impact on my academic

performance. For example, poor study habits can lead to procrastination.

Participant 2 (Nemeul)

For me, my belief is that my perspective on these factors presents challenges, such

as distractions in the environment making it difficult to read. But there are other

factors that have helped me improve my comprehension of a text.

Participant 3 (Welyn)

Perhaps reading motivational texts that I read can be good as they are not distracting.

Participant 4 (Arlyn)

Motivation helps me to strive and have a better academic journey.

Participant 5 (Mel)

Factors like motivation, study habits, and external distractions significantly impact

academic performance by influencing focus, comprehension, and retention of

information.
Research Question 3: What strategies ot resources do students believe could enhance

their reading comprehension?

Interview Question 3: Why is it important for you to ask questions while reading? How

does it help you understand better?

Participant 1 (Janessa)

Asking questions while reading helps me to clarify any confusion in the text. It also

encourages deeper thinking and engagement with the material, which can lead to a

better understanding.

Participant 2 (Nemeul)

For me, it is important to ask questions while reading to understand the meaning of

what I am reading. This helps me not struggle to understand or comprehend the text

I am reading.

Participant 3 (Welyn)

It is important for me to ask questions occasionally to understand more and learn

more from the text and to broaden my understanding.

Participant 4 (Arlyn)

It is important for me to ask questions because it helps me fully understand the text.

Asking questions assists in deepening my understanding

Participant 5 (Mel)

Asking questions while reading is important because it helps clarify confusing parts

and deepens understanding by actively engaging with the material.

Research Question 3: What strategies ot resources do students believe could enhance

their reading comprehension?

Interview Question 5: How can taking effective notes improve your ability to remember

and understand the information you read?

Participant 1 (Janessa)

Taking effective notes can improve my ability to remember and understand

information by helping me organize and summarize.

Participant 2 (Nemeul)

Taking notes while reading is very effective for me to capture the keywords or main

points of a text. This way, I can easily remember the main points of the text that I have

read.

Participant 3 (Welyn)

Through taking notes, I can understand what I'm reading more easily and can analyze

my text or story more quickly through taking notes.

Participant 4 (Arlyn)
 It is important to have a guide about the events in what I've read so that I can easily

grasp the important details.

Participant 5 (Mel)

Taking effective notes helps in organizing information, summarizing key points, and

reinforcing memory retention, thus aiding in better understanding and recall of the

material.

Research Question 3: What strategies ot resources do students believe could enhance

their reading comprehension?

Interview Question 7: How can you enhance your reading comprehension skills to

better understand the texts you've encounter?

Participant 1 (Janessa)

To enhance my reading comprehension skills, I can try to read more books.

Participant 2 (Nemeul)

I can enhance my reading comprehension skills by analyzing what I read, looking for

the main idea and key points to easily grasp the information.

Participant 3 (Welyn)

By reading and rereading, it enhances my reading comprehension, and for words that

seem difficult to understand, I try to search for a deeper understanding.

Participant 4 (Arlyn)

I go back and reread the text to fully understand it, and then I search for unfamiliar

words.

Participant 5 (Mel)

Enhancing reading comprehension skills involves practicing active reading strategies

such as summarizing, predicting, and questioning, as well as improving vocabulary

and critical thinking abilities.

Theming the Data

"A theme captures something important about the data in relation to the research

question and represents some level of patterned response or meaning within the data set."

(Braun, V., &Clarke, V. 2022,p. 3-26). According to Rubin & Rubin (2012), "themes represent

the concepts conveyed by interview participants, capturing the ongoing events, providing

explanations, or offering insights into the reasons behind certain actions" (p. 118). In tying

the data together, the researcher was able to identify themes from the participant's

responses to the interview questions. The first theme that aligned with Research Question 1

was having Challenges in Comprehending Complex or Unfamiliar Words. Theme 2,

Strategies for Academic Success aligned with Research Question 2. Most participants
acknowledgement having a difficulty in reading comprehension and how to perceived this

factors. The final theme unidentified by Improving Reading Comprehension Skills through

Active Reading Strategies. As shown in table 2 the themes are categorized in correlation of

three research questions, supported by evidence from the participants ' responses.

Table 2

Summary of Themes

Research Question Theme Evidence from Participants (P) responses

What are the factors P1: "I doesn't ask for any clarification. When

affecting the students sometimes I do that I miss an important

Challenges in
reading comprehension details."
Comprehending
skills?
Complex or Unfamiliar P2:"Encountering unfamiliar words and

Words. finding it difficult to answer when

connecting those words."

P4: "I encounter in my readings, sometimes

I don't understand them, especially if the

words are very complex."

P2: " have encountered many words that are

difficult to understand or are unfamiliar. "

How do students perceive P1: "study habits, can have a significant

these factors affecting impact on my academic performance."

their academic

performance?
P2: "distractions in the environment making

it difficult to read. But there are other factors

Strategies for Academic
that have helped me improve my
Success,
comprehension of a text."

P4: "Motivation helps me to strive and have

a better academic journey."

P3: "reading motivational texts that I read

can be good as they are not distracting."

P5: "study habits, and external distractions

significantly impact academic performance

by influencing focus, comprehension, and

retention of information."
What strategies ot P1: "Asking questions while reading helps

resources do students me to clarify any confusion in the text. It also

believe could enhance encourages deeper thinking and

Improving Reading
their reading engagement with the material, which can
Comprehension Skills
comprehension? lead to a better understanding."
through Active Reading

Strategies.

P3: "Through taking notes, I can understand

what I'm reading"

P2: "I can enhance my reading

comprehension skills by analyzing what I

read"

P4: " I go back and reread the text to fully

understand it, and then I search for

unfamiliar words."

P5: "Enhancing reading comprehension

skills involves practicing active reading

 strategies such as summarizing, predicting,

and questioning, as well as improving

vocabulary and critical thinking abilities."

In looking at the responses from the one - on - one interviews, having a parent or

guardian, teacher, none of the participants expressed feelings of isolation;however, some

did express frustration at times being unable to comprehend such text. Participant 4 stated,

"I encounter in my readings, sometimes I don't understand them, especially if the words are

very complex." By using the combination of surveys and interview questions, the researcher

was able to use different sources to collect the data, not necessarily triangulation of data

but a way to gauge the responses for validity. The one - on - one interviews helped the

researcher to gain more in-depth information firsthand from the participants.

Data Analysis

Research Question 1: "What are the factors affecting the students reading

comprehension skills?"
 Students' perceptions of their own reading comprehension skills can vary based on

factors such as past experiences, self-confidence, motivation, and metacognitive

awareness. Some students may perceive themselves as strong readers with a high level of

comprehension, while others may perceive themselves as struggling readers with lower

levels of comprehension. However, it is important to note that students' perceptions may

not always align with their actual abilities. Some students may underestimate their abilities

due to a lack of confidence or past challenges, while others may overestimate their abilities

without recognizing areas for improvement. To gain a comprehensive understanding of

students' perceptions, individual interviews, surveys, and self-assessment tools can be

used to specifically target their beliefs about their reading abilities. These assessments can

provide valuable insights and help educators tailor instruction to meet students' individual

needs. By addressing and supporting students' perceptions, educators can foster a positive

reading identity and create a supportive learning environment that promotes growth in

reading comprehension skills. As stated by Participant 5: "Yes, I've encountered difficulties

understanding texts before, and I addressed them by rereading, looking up unfamiliar words,

and asking for help from teachers or peers."

Researcher Question 2: "How do students perceive these factors affecting their

academic performance?"
 Students may hold various beliefs about strategies and resources that can enhance

their reading comprehension skills. These beliefs include the effectiveness of active reading

techniques, such as highlighting, note-taking, and annotating, in improving understanding.

Students also recognize the importance of vocabulary development, employing strategies

like using context clues and practicing word associations. They perceive the value of specific

reading comprehension strategies like prediction, questioning, summarizing, visualization,

and making connections to prior knowledge. Additionally, students find graphic organizers

beneficial for organizing thoughts and visualizing text structure. Peer discussions and

collaborative learning activities are seen as opportunities to gain different perspectives and

deepen comprehension. The use of technology and digital resources, such as e-books,

online articles, and educational websites, is also acknowledged as beneficial. Finally,

students value guidance from teachers, including explicit instruction, modeling, and

feedback, in developing effective reading strategies. By considering students' beliefs and

incorporating a range of effective strategies and resources, educators can better support

students in improving their reading comprehension skills.

Researcher Question 3: "What strategies ot resources do students believe

could enhance their reading comprehension?"

 Students' perceptions of the factors affecting their academic performance can vary

based on their personal attributes, parental education and occupation, home environment,

and school environment. Some students may believe that their personal characteristics and

efforts play a significant role in their academic success. They may also perceive that their

parents' level of education and occupation can influence their own educational outcomes.

Additionally, students may recognize the importance of a supportive home environment and

the quality of teaching, resources, and peer interactions in their school environment.

Educators should consider students' perceptions and engage in open communication to

address any misconceptions or gaps in understanding. By validating their perceptions,

educators can help students develop a more accurate understanding of the factors that

influence their academic performance, empowering them to take ownership of their learning

and make informed decisions to improve their outcomes.

Summary

This qualitative study aimed to explore the factors influencing the reading

comprehension of senior high school students at ENHS during the school year 2023-2024.

The study specifically focused on students whose parents were educators at the school and

aimed to understand the social and emotional impact on these students. The perspectives

of parent-educators and other faculty members were also included in the study.Data was

collected through one-on-one interviews with the participants, and the responses were
analysed and categorised based on the research questions. The qualitative approach

allowed for an in-depth exploration of the participants' experiences and perspectives,

providing detailed insights into the factors affecting reading comprehension.The findings of

this study can contribute to a better understanding of how the parent-educator dynamic and

social-emotional factors influence students' reading comprehension skills. This knowledge

can inform educators and school administrators about developing targeted interventions

and instructional approaches to support students in improving their reading comprehension

abilities.

Recommendations for Further Research

A recommendation for further study would be to examine if being a student of a parent-

educator had an influence on reading comprehension skills among Senior High School

students. The participants in this research study were all Senior High School students,and

an additional area of research is to identify if any experiences shared by the participants had

a direct impact on their reading comprehension abilities. Collecting data from retired

educators and non-educators could help broaden the scope of this research study and

provide a more comprehensive understanding of the factors influencing reading

comprehension among Senior High School student. Alternative methods for gaining more

qualitative feedback can be used to supplement survey results. In-depth data gathering

during extended periods through focus groups and personal interviews can provide valuable
insights in addition to responses to standard survey questions. Additional probing

approaches are needed to better capture the experiences of this subgroup of students and

to identify strategies that can lead to positive outcomes in reading comprehension skill. If

school-aged students are included in a future study, areas to broaden this study might

include the following:

Grades and Academic Performance. Future research could determine the long-

term effects of parental occupation on students' academic trajectories in the context

of investigating the academic performance of Senior High School students. This

research can delve into the potential influence of family background on their grades

and whether it has positive or negative effects. By exploring perceptions of bias in

grading practices and assessing how being a student impacts academic

performance, valuable insights can be gained. Understanding the nuances of how

family background may affect academic outcomes can contribute to creating more

equitable educational environments.

Behavior and Disciplinary Action. Investigating how behavior and disciplinary

actions are shaped by parental occupation is a significant research area that can

shed light on whether it has positive or negative effects. This study could examine

instances of preferential treatment or disciplinary leniency for students and the

expectations placed on these students by teachers and parents. Understanding the

dynamics of behavior management in educational settings is essential for promoting

fair and consistent disciplinary practices.

Parental Involvement. Exploring whether the nature and extent of parental

involvement in students' education has positive or negative effects can provide

insights into effective parental engagement strategies to support student success

effectively.

Home Environment. Examining the learning environment at home, including study

habits, access to educational resources, and the role of the home environment in

fostering reading comprehension skills, provides valuable insights into the factors

contributing to academic success and whether they have positive or negative effects.

A supportive home environment can significantly impact a student's learning

outcomes and overall educational journey.

Teacher-Student Relationships. Exploring the dynamics of relationships between

parents and their children who are students can shed light on how these interactions

influence student motivation and engagement in reading activities and whether they

have positive or negative effects. Strong teacher-student relationships can foster a

positive learning environment and enhance student academic performance.

Educational Expectations. Investigating whether the academic expectations set by

parents for their children have positive or negative effects on student outcomes is

crucial for understanding the impact of parental involvement on student

achievement. High expectations coupled with effective support can positively

influence student motivation and achievement.

Social Dynamics. Considering the social interactions and peer relationships of

students and how these dynamics impact reading comprehension skills and

academic performance can provide insights into the social influences on student

learning and whether they have positive or negative effects. Peer relationships and

social dynamics play a significant role in shaping students' educational experiences

and outcomes.

Mental Health and Well-being. Assessing whether the emotional well-being and

stress levels of students have positive or negative effects on their reading

comprehension abilities is essential for promoting holistic student development.

Addressing mental health needs and fostering well-being is crucial for creating a

supportive learning environment that nurtures academic growth.

Learning Styles and Preferences. Examining whether the diverse learning styles and

preferences of students to tailor reading comprehension strategies to individual

needs and preferences have positive or negative effects on student engagement and
 comprehension in reading activities is essential for optimizing learning outcomes.

Understanding the impact of tailored strategies can enhance the effectiveness of

reading instruction and support personalized learning experiences.

Conclusion

For the purpose of this study at Escalante National High School, the experiences and

perspectives of Grade 11 students, parents, and teacher advisors were examined,

emphasizing the positive interactions and the importance of students' comprehension of

diverse text. Stakeholders are urged to prioritize equal treatment for all involved. The

research findings are valuable for educational practitioners, advocating for professional

development sessions to enhance educators' awareness of students' experiences and

promote inclusive learning environments, ultimately fostering student success and well-

being.

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APPENDICES

CONSENT FORM

I have been invited to participate in a research study on parental involvement towards

academic performance. The purpose of this study is to gain a deeper understanding of the

experiences, perspectives, and strategies employed by parents or legal guardians to support

their child’s academic success.

My participation in this study is entirely voluntary. I understand that that I am free to

withdraw from the study at any time without consequence. My decision to participate or

withdraw will in no way affect my relationship with the researchers.

I understand that the information I provide will be treated to gather information about

my experiences and perspectives regarding parental involvement in academic performance.

These interviews and observations may be audio or video recorded with my consent, to

ensure accuracy in data analysis.

I understand that the information collected will be solely for the purpose of this

research study. The result may be shared in academic publications, conferences, or

presentations, but my identity will remain confidential and protected.

Participation in this study involves minimal risks. However, there may be slight

emotional discomfort associated with discussing personal experiences or challenges

related to parental involvement. If I feel distressed during the study, I can choose to withdraw
at any time, or I may seek support from counseling services available.

If I have any questions or concern about the study, I can contact the researchers at

the following:

Email:

Contact No.

By signing this consent form, I acknowledge that I have read and understand the

information provided above. I freely consent to participate in this research study.

Participant Information:

Full Name: ________________________________________________

Signature: _________________________________________________

Date: _____________________________________________________

Parent/Legal Guardian Consent (if participant is under 18 years old):

I am the parent/legal guardian of the participant named above, and I have read the

information provided in this consent form. I understand the nature of the study and give my

consent for my child to participate.

Parent/ Legal Guardian Name: ______________________________

Signature: ________________________________________________

Date: ___________________________________________________
 VALIDATION LETTER

Dear Ma’am /Sir:

We are Grade 11 HUMSS Aquino enrolled in Escalante National High School. We are

working on our research paper entitled “ Unraveling the Factors Affecting Reading

Comprehension of Senior High School Students at ENHS, S.Y. 2023-2024”. This

achievement can’t be realized without your valuable help.

As such, your expertise is imperative as a validator, with consideration to research

ethics, you are assured that your anonymity as a validator is protected and that only

descriptions of your qualifications would appear in our paper.

 Thank you very much for helping us with our study,

Respectfully,

Researchers:

Precious Arcosa

Ryza Mendoza

Jose Marie Caminos

Junichi Medequillo

James Carl Gamao

 SURVEY INSTRUMENT VALIDATION RATING SCALE

Instructions: please indicate your degree of agreement or disagreement on the

statement provided below by encircling the number which corresponds to your best to

your judgement.

1- Strongly disagree 2- Disagree 3- Undecided 4-Agree 5- Strongly agree

Criteria

1.The items in the instrument are relevant 1 2 3 4 5

to answer the objectives of the study

1 2 3 4 5

2.The items in the instrument can obtain

depth to constructs being measured

1 2 3 4 5

3.The instrument has an appropriate

sample of items for the construct being

measured.
4.The items and their alternatives are 1 2 3 4 5

neither too narrow nor limited in its

content.

5. The items in the instrument are stated 1 2 3 4 5

clearly.

6. The items on the instrument can elicit 1 2 3 4 5

responses which are stable, definite,

consistent and not conflicting.

7.The terms adapted in the scale in the 1 2 3 4 5

scale are culturally appropriate.

8. The layout or format of the instrument 1 2 3 4 5

is technically sound.

9. The responses on the scale show a 1 2 3 4 5

reasonable range of variation.

10.The instrument is not too short or long 1 2 3 4 5

enough that the participants will be able

to answer it within a given time.

11. The instrument is interesting such that 1 2 3 4 5

participants will be induced to respond to

it and accomplish it fully.

12.The instrument as a whole could 1 2 3 4 5

answer the basic purpose for which it is

designed.

1 2 3 4 5

13. The instrument is culturally

acceptable when administered in the

local setting.
 Title of the study

"Unraveling the Factors Affecting Reading Comprehension of Senior High School

Students at Escalante National High School, School Year 2023-2024"

Questions Answers

1. Are there any common mistakes or

misunderstanding about understanding

what you read that you've come across?

Why do you say so?

2. Have you ever had trouble

understanding a text? How did you

handle it and improve your

understanding?
3.Why is it important for you to ask

questions while reading? How does it

help you understand better?

4. How can you tell how the author feels

in a text, and why is it important for your

understanding?

5.How can taking effective notes improve

your ability to remember and understand

the information you read?

6. How do you perceive the influence of

different factors, such as motivation,

study habits, and external distractions,

on your academic performance?

7. How can you enhance your reading

comprehension skills to better

understand the texts you've encounter?