A QUANTITATIVE STUDY INTO COMPREHENSION DEFICIENCIES IN FILIPINO

STUDENTS EDUCATION

A Research Proposal
Presented to the
Faculty of Senior High School Department
ACLC College of Mandaue
Mandaue City

In Partial Fulfillment
Of the Requirements for
PRACTICAL RESEARCH 2

Aligway, Emmanuel, G
Arceo, Ashante Nicole C.
Castillon, Cherry Grace
Dobluis, Franz Benedict, A.
Flores, Irish, C.
Herbolingo, Joel R.
Kurihara, Keziah Pearl
Mondreza, Kenth Lester, L
Quinatadcan, Charmine
Sisiban, Johnry, S

JANUARY 2025
 I

APPROVAL SHEET

This research project entitled A QUANTITATIVE STUDY INTO COMPREHENSION

DEFICIENCIES IN FILIPINO STUDENTS EDUCATION prepared by Aligway
Emmanuel, Arceo Ashante Nicole, Castillon Cherry Grace, Dobluis Franz Benedict,
Flores Irish, Herbolingo Joel, Kurihara Keziah Pearl, Mondreza Kenth Lester,
Quinatadcan Charmine, Sisiban Johnry (Group 2) in partial fulfillment of the
requirements in Practical Research 2 have been examined and is hereby approved by
the research adviser on the Research Proposal with a grade of PASSED.

JHONAZEL GEMINA KISKIS, LPT

Research Adviser

Comments and Suggestions:

 II

ACKNOWLEDGMENTS

We, the members of Group 2, would like to extend our deepest gratitude and
appreciation to all the individuals who have contributed to the successful completion of
our research proposal.

First and foremost, we would like to express our heartfelt thanks to Ms. Jhonazel
Gemina Kiskis, our dedicated research adviser, for her unwavering guidance, valuable
insights, and constant encouragement throughout this endeavor. Her expertise and
support have been instrumental in shaping our research proposal, and we are truly
grateful for her patience and mentorship.

We would also like to acknowledge the efforts and cooperation of each member of
Group 2. Your dedication, teamwork, and commitment to this project have been
remarkable. Each member's unique contributions have played a vital role in ensuring
the success of our proposal.

Lastly, we extend our gratitude to everyone who provided support and assistance in any
form during the development of our research. Your encouragement and contributions
have been invaluable to us.

Thank you all for being part of this meaningful journey.

Sincerely,
Group 2
 III

TABLE OF CONTENTS

Title page…………………………………………………………………………………………I​
Approval Sheet…………………………………………………………………………………II
​
Acknowledgment……………………………………………………………………...………III

Table of Contents……………………..………………………………………….…..………IV

Chapter 1-The Problem and its Scope

Rationale……………………………………………………………………………………….1-2

Purpose of the Study……………………………………………………………………..…….3

Theoretical and Conceptual Framework ………………………………………………..…4-6

Theoretical Background….………………………………………………………………..……7

Significance of the Study ……………………………………………………………..……..…8

Scope and Delimitation ..…………………………………………………………………..…..9

Statement of the Problem…………………………………………………………………10-11

Statement of Null and Alternative Hypothesis ………………………………..……………12

Operational Definition of Terms……………………………………..……………………13-19

 IV

Chapter 2-RRL and RRS

Review of Related Studies and Literature………………………………………………20-23

Chapter 3-Methodology

Introduction……………………………………………………………….…………………….24

Research Method………………………………………………………...……………………25

Research Environment………………………………………………………...………….26-27

Research
Respondents………………………………………………………….…………...…………...28

Sampling Technique……………………………………………..…………………………….29

Research Instrument…………………………………………………………………………..30

Data Gathering Procedure……………………...………………………………………...31-34

Data Analysis………………………………………………………..…………………………35

Ethical Considerations………………………………………..……………………..………. 36

References………………………………………………………………………………….37-38

Survey Questionnaire……………………………………………………………………..39-44

Curriculum Vitae……………………………………………………………………………45-69
 CHAPTER 1
THE PROBLEM AND ITS SCOPE
RATIONALE

In recent years, the Philippines has made strides in improving its education system, yet
challenges persist, particularly in the realm of reading comprehension. Despite various
efforts, studies have shown that a significant number of Filipino students continue to
struggle with understanding written texts, a foundational skill for academic success. This
issue is not only a reflection of the education system's limitations but also of
socio-cultural and linguistic factors that influence learning outcomes. As the world
increasingly demands critical thinking and effective communication, it becomes
essential to investigate the root causes of comprehension deficiencies in Filipino
students, identifying not just the gaps in their skills but the underlying reasons that
hinder their ability to fully grasp and engage with academic materials.

The suggested study "A Quantitative Study into Comprehension Deficiencies in Filipino
Students Education" is to look into the common problems with students' comprehension
abilities in the Philippine educational system. Understanding and resolving these
weaknesses is essential for enhancing educational outcomes and creating a more
informed and competent population, given the critical role that comprehension plays in
academic performance and general cognitive development. This study offers a thorough
and fact-based examination of understanding gaps in Filipino students education. This
study will be a useful tool for researchers, educators, and legislators to raise Filipino
students' reading levels. This research aims to quantify the extent of these
comprehension deficiencies and understand the contributing factors.

This study will use quantitative methods to systematically collect and analyze data on
key factors, including assessment practices, student motivation, and access to
educational resources.
 2

This investigation will offer valuable insights for enhancing educational practices. The
findings will guide the development of better teaching strategies, curriculum
adjustments, and resource allocation to address these learning gaps. In conclusion, this
research could significantly influence the Philippine education system by tackling
comprehension issues and providing students with essential skills to thrive in both
academic and real-world settings.
 3

PURPOSE OF THE STUDY

The purpose of this descriptive study is to identify and analyze the deficiencies in

comprehension in Filipino students education among senior high school students at

ACLC College of Mandaue. It is conducted to determine the type of comprehension

that senior high students struggle with, including contextual, inferential, and literal

comprehension. Lastly, the research study seeks to investigate the factors contributing

to these deficiencies, such as assessment practices, motivation and interest, and

socioeconomic conditions. This study. serve as a tool for the senior high students to

explore how these identified components influence the overall academic performance

and engagement of students, with a particular focus on the rate of memorization,

motivation, and access to educational resources in shaping Filipino students' success in

their education.
 4

THEORETICAL FRAMEWORK

This study assumes that there are Comprehension Deficiencies in Filipino Students

Education.
 5

CONCEPTUAL FRAMEWORK

Moderating variable -

• A QUANTITATIVE STUDY INTO COMPREHENSION DEFICIENCIES IN

FILIPINO STUDENTS EDUCATION

- Independent Variable -

• Factors influencing comprehension

teaching methods, assessment practices, motivation.

 6

- Dependent Variable -

• Comprehension deficiencies in Filipino education among students.

- Mediating Variable -

• Students

- Control variable -

• The researchers
 7

THEORETICAL BACKGROUND

This study assumes that there are Comprehension Deficiencies in Filipino Students

Education. This study is anchored on Schema Theory by David Rumelhart. It is

supplemented with Social Constructivism by Vygotsky.

Schema Theory by David Rumelhart

The study explained that comprehension affects those people who have a lack of

knowledge. It also tells that there is an understanding of the text that is related to a

particular reader.

This theory suggests that comprehension deficiencies may arise when students lack the

necessary background knowledge or have incomplete or inaccurate schemas. Schema

theory explains how comprehension is affected by people's existing knowledge (e.g.

Rumelhart, 1980). According to this theory, understanding a text is an interactive

process between the text itself and the reader's acquired background knowledge, which

is organized in abstract structures or "schemata".

Social Constructivism by Vygotsky

Social constructivism theory is the knowledge constructed through human activity where

students have their peers to learn that certain topic.

This theory tells us or talks about the essence of being with peers or groups . To easily

understand and learn towards each other.

 8

SIGNIFICANCE OF THE STUDY

This research will be beneficial to the following

Students. The research will assist students in evaluating their level of comprehension

and understanding.

The School. This research can offer valuable insights into effective teaching methods

and strategies to improve student comprehension.

Teachers. This study can assist in identifying specific areas where students struggle,

enabling teachers to address these gaps and provide targeted support.

 9

SCOPE AND DELIMITATION

The study focuses on senior high school students at ACLC College of Mandaue who

experience deficiencies in comprehension in their education. It is conducted at ACLC

College of Mandaue, located in Mandaue City, Cebu, during the school year 2024-2025.

This descriptive research aims to identify and analyze the comprehension deficiencies

of senior high school students in their education, specifically in contextual, inferential,

and literal comprehension. Additionally, the study examines the factors contributing to

these deficiencies, including assessment methods, student motivation and interest, and

socioeconomic conditions. It seeks to provide insights into how these elements impact

students' academic performance and engagement, emphasizing the role of

memorization, motivation, and access to educational resources in shaping success in

The Philippine education system.

 10

STATEMENT OF THE PROBLEM​

This research will be conducted to determine what are the Deficiencies in

Comprehension in Filipino Students Education among the senior high school students

of ACLC College of Mandaue.

Specifically this study aims to answer the following

1. What are the types of comprehension that the Philippine education system is

deficient of

1.1 Contextual Comprehension

1.2 Inferential Comprehension

1.3 Literal Comprehension

2. What are the factors that contribute to the deficiencies in comprehension among

senior high school students in their education at ACLC College of Mandaue

2.1 Assessment Practices

2.2 Motivation and Interest

2.3 Socioeconomic Factors

3. How do the identified factors influence the overall academic performance and

engagement of senior high school students in their education at ACLC College of

Mandaue?
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3.1 Reliance on memorization rather than comprehension can hinder the development

of critical thinking skills.

3.2 Consequently, students may struggle to succeed in assessments that require

deeper understanding.

3.3 A lack of intrinsic motivation can result in minimal effort in studies.

3.4 Students from disadvantaged backgrounds often have limited access to educational

resources.

3.5 These obstacles can lead to lower engagement and academic achievement.
 12

STATEMENT OF NULL AND ALTERNATIVE HYPOTHESIS

𝐻0: There are no significant comprehension deficiencies among students in the

Philippine education system.

𝐻1: There is a significant difference in comprehension deficiencies among students in

the Philippine education system.

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OPERATIONAL DEFINITION OF TERMS

Academic Performance
Refers to the measurable outcomes of a student’s educational achievements, typically
assessed through grades, tests, and other evaluation methods.

Affective Comprehension
Understanding the emotional tone or intent of a text and connecting it with personal
feelings or experiences.

Applied Comprehension
The ability to use the knowledge gained from a text in real-life situations or in solving
practical problems.

Assessment Practices
The methods and tools used by educators to evaluate and measure student learning
and comprehension.

Cognitive Frameworks (Schemata)

Mental structures that help individuals organize and interpret information based on prior
knowledge and experiences.

Comprehension Deficiencies
Refers to the gaps or weaknesses in a student’s ability to understand contextual,
inferential, or literal information in texts.

Contextual Comprehension
The ability to understand the meaning of a text based on its surrounding words,
sentences, or paragraphs.
 14

Critical Thinking Skills

The ability to analyze, evaluate, and synthesize information to form reasoned judgments
and solve problems effectively.

Cultural Relevance
The extent to which the content and materials used in education resonate with the
cultural backgrounds and experiences of students.

Diagnostic Assessment
An evaluation conducted to identify students’ strengths, weaknesses, and areas
needing improvement in comprehension.

Differentiated Instruction
Tailoring teaching methods and materials to accommodate the diverse learning needs of
students.

Educational Interventions
Programs or strategies implemented to address specific educational challenges, such
as comprehension deficiencies.

Engaging Reading Experiences

Activities or materials designed to capture students’ interest and foster a love for
reading, enhancing comprehension skills.

Philippine Education
Refers to the curriculum and instructional practices related to the education of senior
high school students in the Philippines.

Functional Literacy
The ability to read, write, and understand information to function effectively in everyday
life.
 15

Google Forms
An online tool used for creating and distributing surveys and collecting responses in a
digital format.

Inferential Comprehension
The ability to understand and interpret information that is not explicitly stated in the text,
requiring students to draw conclusions, make predictions, or infer meanings.

Learning Crisis
A systemic issue in education where students fail to acquire foundational skills such as
reading comprehension, despite being enrolled in school.

Learning Styles
Individual preferences or approaches to learning, such as visual, auditory, or kinesthetic
methods.

Library Resources
Books, digital media, and other materials available in school libraries to support student
learning and comprehension.

Likert Scale
A psychometric scale commonly used in surveys to measure attitudes, opinions, or
perceptions, typically ranging from strongly agree to strongly disagree.

Literal Comprehension
The ability to understand the explicit or surface-level meaning of a text, including facts
and details.

Memorization
The process of learning and recalling information through repetition without necessarily
understanding its deeper meaning.
 16

Multicultural Learning Environments

Educational settings that embrace and integrate diverse cultural perspectives to
enhance learning experiences.

Overcrowded Classrooms
A situation where the number of students in a classroom exceeds the recommended
capacity, potentially affecting the quality of teaching and learning.

Peer Learning
A collaborative learning approach where students work with their classmates to
understand and discuss educational content.

Pilot Testing
A preliminary study conducted to refine research instruments and procedures before the
main study.

Program for International Student Assessment (PISA)

A global assessment that evaluates the reading, mathematics, and science skills of
15-year-old students across participating countries.

Reading Comprehension
The ability to read and understand text, including extracting meaning, interpreting
context, and synthesizing ideas.

Reading Fluency
The ability to read text accurately, quickly, and with appropriate expression, contributing
to better comprehension.

Remedial Programs
Targeted educational interventions designed to help students overcome specific
learning deficiencies.
 17

Retention Rates
The percentage of students who continue their education at a given level or institution
over a specified period.

Schema Theory
A theoretical framework suggesting that comprehension is influenced by prior
knowledge and mental structures (schemas) that organize information.

Self-Paced Learning
A learning approach that allows students to progress through materials at their own
speed.

Senior High School Students

Refers to learners enrolled in Grades 11 and 12 in the Philippine education system.

Social Constructivism
A theory emphasizing the role of social interactions and cultural context in the
development of knowledge and understanding.

Socio-Cultural Factors
The social and cultural influences, such as family background, community values, and
language use, that affect students' learning and comprehension abilities.

Socioeconomic Factors
The social and economic conditions that influence an individual’s access to resources,
education, and opportunities.

Teacher Overload
A condition where teachers face excessive responsibilities, including administrative
tasks and large class sizes, limiting their ability to focus on effective teaching.
 18

Teaching Methods
The strategies and techniques employed by educators to facilitate learning and
comprehension among students.

Text Complexity
The level of challenge presented by a text, determined by factors such as vocabulary,
sentence structure, and content.

Training Programs
Educational initiatives designed to enhance specific skills or address deficiencies in
comprehension.

Validity
The extent to which a test or research instrument measures what it is intended to
measure.

Visual Word Composition Techniques

Teaching methods that use visual aids to enhance students' understanding of text.

Vocabulary Development
The process of learning and expanding the range of words a student understands and
uses effectively.

Word Recognition
The ability to identify and understand written words quickly and accurately, essential for
reading fluency and comprehension
 CHAPTER 2
REVIEW OF RELATED LITERATURE

Hand in Hand Education website (2019), reading comprehension is the Ability to Easily
and Efficiently read text for meaning. It is the last step of the reading process taught to
children, After they learn phonics, fluency and vocabulary. Five levels of reading
comprehension can be taught to children. These are lexical comprehension, literal
comprehension, interpretive comprehension, applied comprehension, and affective
comprehension

Javier (2021) The design of the curriculum itself has been scrutinized for its role in
comprehension deficiencies. According to Villanueva (2023), the current curriculum
often prioritizes content delivery over the development of comprehension skills. This
misalignment leads to a superficial understanding of material, as students are not
encouraged to engage deeply with texts. Furthermore, the lack of culturally relevant
materials can alienate students, making it difficult for them to connect with the content

Decena et al., (2023) Comprehension is a process in which readers make meaning by

interacting with the text through the combination of prior knowledge and previous
experience, information in the text, and the views of the readers related to the text
(Decena, 2019). Any gaps in comprehension are identified and addressed by a skilled
reader who employs practical and in-the-moment repair tools. On one hand, the
purpose of comprehension is to understand the text rather than to attain meaning from
individual words or sentences, as the outcome serves as a mental representation of a
text’s meaning combined with the reader’s previous knowledge.

Padilla (2024) There are numerous issues related to the reading and learning crisis.
These include overcrowded classrooms, a severe shortage of engaging reading
materials for children, and teachers who are overwhelmed with their responsibilities.
 21

Intervention programs and the enforcement of a long-standing law requiring the

establishment of a library in every city or municipality can also make a significant
difference.

Philstar.com (2024) article “With students’ poor literacy, are all teachers now ‘reading
teachers’?” It takes a village to raise a reader. Teachers can only do so much with
limited resources; they face shortages in learning materials in the classroom.

Villiarias et al. (2024) underscore the significant role of Filipino teachers in advancing
Taiwan’s bilingual education initiatives. Their contributions are pivotal in fostering
multicultural and inclusive learning environments, thereby supporting the development
and implementation of Taiwan's 2030 Bilingual Nation Plan. Filipino educators are
instrumental in enhancing linguistic diversity and promoting global competence within
Taiwan's education system, highlighting their integral role in the plan's success.
 22

REVIEW OF RELATED STUDIES

Soto & Blume (2019) Metacomprehension refers to the metacognitive processes that
aid comprehension, enabling readers to assess their understanding in real-time and
make adjustments to enhance the coherence of their mental representations of the text.
High metacomprehension accuracy is achieved when readers possess an accurate
awareness of their understanding of the material. In contrast, low metacomprehension
accuracy is associated with a reduced ability to regulate one’s cognitive efforts
appropriately.

Schleicher (2019) Comprehension is a dynamic process through which readers derive

meaning by integrating their prior knowledge and experiences with the information
presented in the text, as well as their perspectives on the content. The primary goal of
comprehension is not merely to extract meaning from individual words or sentences but
to construct a cohesive mental representation that reflects the overall meaning of the
text in conjunction with the reader’s background knowledge.

Marcelo and Santillan (2020) A survey by the Functional Literacy, Education, and Mass
Media Survey, reported that 20.1 million Filipinos aged 10-64 lack the ability to
comprehend written material. Additionally, according to San Juan (2019), the 2018
Program for International Student Assessment (PISA) conducted by the Organization
for Economic Cooperation and Development (OECD) revealed that the Philippines
ranked lowest in reading comprehension, scoring 340, which is over 100 points below
the global average score of 487 among 79 participating countries. Furthermore, a study
by Decena (2021) indicated that most teacher participants observed that students face
significant challenges in understanding text materials, often struggling with inadequate
comprehension and limited vocabulary knowledge.

Khasawneh & Abu Al-Rub (2020) there are significant differences between the mean
performance of the experimental and control groups in the post-test for reading
 23

comprehension skills, with the experimental group, which was taught using the training
program based on visual word composition techniques, performing better.

Heguerra & Cacho, (2022) Another study recognized the teachers actions and views on
how reading is articulated in the school-based reading intervention since they are the
implementers of the program. Their influence and role as reading teachers can highly
impact its overall effectiveness. Although the researchers analyzed limited teachers’
illustrative cases and observation, perceived deficiencies or lack of literacy-relevant and
appropriate resources and/or effective processes, this study may inform the school
administrator, program implementers, specialists, and, more importantly, the school
intervention program on how the latter can be crafted to be more aligned and
responsive to the reading needs of the learners at the school level. Some useful and
insightful recommendations follow in the subsequent section

Cabural & Infantado (2023) that comprehension is challenging for students of moderate
difficulty, whereas inferential and assess comprehension are difficult for students. These
suggest that students must be adept at understanding both explicit and implicit
information in texts. Therefore, it is recommended that interventions be taken to deal
with the problem

Riches L. Tortola, PhD (2024) Fostering a love of reading and promoting intrinsic
motivation can positively influence reading comprehension outcomes, emphasizing the
importance of creating engaging
and meaningful reading experiences for students
 CHAPTER 3-METHODOLOGY
INTRODUCTION

This chapter presents the methodology employed in this quantitative study, including the

Research Method, Research Environment, Research Respondents, Sampling

Technique, Research Instruments, Data-gathering Procedures, Data Analysis, and

Ethical Considerations.
 25

RESEARCH METHOD

This study will employ quantitative-descriptive research. This research approach is ideal

to use in our topic Comprehension Deficiencies in Filipino Students Education, as it

allows for the collection of objective, measurable data. The primary aim is to uncover

patterns and correlation such as the comprehension deficiencies in the Philippine

education system. Quantitative research is particularly valuable in this context because

it enables the researcher to gather data from a large and diverse sample of students,

which enhances the generalizability of the findings. This approach also allows for the

establishment of baseline measurements that can serve as a reference for future

studies or interventions aimed at improving students' comprehension deficiencies in the

Philippine education system.

The study is descriptive in nature, as it seeks to collect and analyze numerical data to

identify patterns, calculate averages, and explore relationships among variables. This

method is particularly useful for testing hypotheses, predicting trends, and making

informed generalizations about the population of senior high school students.

 26

RESEARCH ENVIRONMENT

The research will be conducted at the ACLC College of Mandaue, Cebu. The school

comprises sections in Grade 11, 32 sections in Grade 12, and 35 sections in Grade 12,

providing a diverse representative sample of respondents across the early grade levels.

It is situated along the road in MC Briones Street, Mandaue City, Cebu 6014. The

school has 2,315 students with 26 teaching and non-teaching personnel. ACLC College

of Mandaue serves as an ideal research environment due to its accessibility and the

availability of a large and varied population of students from Grades 11 to 12. This

setting offers the necessary resources to facilitate data collection and intervention

implementation, ensuring the feasibility and practicability of the study.

 27

Figure 1: Depicts the school's location

Figure 2: Exact Location of research.

 28

RESEARCH RESPONDENTS

In this quantitative study, the respondents are the senior high school students of AMA

Computer Learning Center (ACLC), for the S.Y. 2024-2025. The researchers will

randomly select at least thirty (30) students to answer the survey. The researchers will

ask the respondents if they are willing to be interviewed with the corresponding survey

questionnaire.
 29

SAMPLING TECHNIQUE

The study employs random sampling techniques to ensure unbiased representation of

the population. A simple random sample is a randomly selected subset of a population,

where each member has an equal and independent chance of being selected (Lauren

Thomas, 2018). This method minimizes selection bias and ensures that the sample is

representative of the larger population, making the results more generalizable.

 30

RESEARCH INSTRUMENTS

The primary instrument in this study are the researchers as listeners in data gathering.

The secondary Instruments used in this study are the survey questionnaires, google

forms and meet. The questionnaires are composed by the researchers and are subject

to approval by the research adviser.

 31

DATA GATHERING PROCEDURE

Before the commencement of data collection, the research team will obtain approval

from the school’s administration and relevant governing bodies to conduct the study at

ACLC College of Mandaue. In addition, ethical considerations will be carefully

addressed to ensure compliance with ethical guidelines, focusing on safeguarding the

well-being and rights of all participants.

Consent forms will be distributed to the students, which will comprehensively explain the

objectives, methodology, and any potential risks or benefits of their involvement.

The researchers will utilize Likert scale survey questionnaires to collect the necessary

data. These questionnaires will be distributed to senior high school students in both

Grade 11 and Grade 12 at ACLC College of Mandaue.

The researchers will explain to the participants the significance of their responses to the

study. They will also provide clarifications on certain terms to ensure that the

participants have a clear understanding, enabling them to provide accurate and relevant

responses. The questionnaires, which have been approved by the research adviser, will

then be distributed to the participants through face to face test paper handouts. The

researchers will assure the participants that the data collected will be handled with the

highest level of integrity. Once the respondents have completed the questionnaires, the

data will be compiled, interpreted, and analyzed.

 32

Figure 1:

The Bar chart in Figure 1 will be used to gather data for the Statement of the Problem
by visually representing the different types of comprehension—Contextual, Inferential,
and Literal—where Philippine education is found to be deficient. Each type of
comprehension will be represented as a separate category on the chart, with the bars
indicating the extent of deficiency as measured through survey results or assessment
data. This will allow for a clear comparison of which comprehension types are most
lacking, providing a data-driven basis for addressing the identified gaps in the education
system.
 33

Figure 2:

Figure 2 presents a pie graph illustrating the factors contributing to comprehension

deficiencies among senior high school students at ACLC College of Mandaue. The
graph highlights three key factors: assessment practices, motivation and interest, and
socioeconomic conditions. Each segment of the pie represents the proportion of
students who identify these factors as influencing their overall comprehension abilities.
This visual representation helps to clearly show the relative impact of each factor on
students' general comprehension.
 34

Figure 3:

Figure 3 displays a column chart illustrating how the identified factors influence the
overall academic performance and engagement of senior high school students at ACLC
College of Mandaue. The chart highlights five key factors: reliance on memorization,
which hinders critical thinking development; the struggle to succeed in assessments
requiring deeper understanding; a lack of intrinsic motivation leading to minimal effort;
limited access to educational resources among students from disadvantaged
backgrounds; and the resulting obstacles that lower engagement and academic
achievement. The chart visually represents the extent to which each factor impacts
students' educational outcomes.
 35

DATA ANALYSIS

After gathering the data, the researchers will proceed to categorize the information.

They will analyze the factors based on the research questions and the participants'

response.

The primary task of the researchers is to determine the level of deficiencies in

comprehension in Filipino students' education using the Likert scale to gather the data

necessary to analyze. The researchers will then classify the Likert scale expressed by

the respondents and determine which central themes they align with. Additionally, they

will identify the frequency of specific responses. All gathered data will be meticulously

analyzed and supported with evidence from the response of the table.
 36

ETHICAL CONSIDERATIONS

Ethical considerations play a big role in research. This study assures that there is an

ethical treatment of respondents.

In order to guarantee anonymity, secrecy, and the avoidance of possible harm, all

information will remain confidential. Before participating in the study, respondents will be

provided with a clear and concise explanation of the study's purpose, procedures,

potential risks and benefits, and their right to withdraw at any time.

The researchers will ensure the integrity of the data collected. All data will be stored

securely and accessed only by authorized researchers.

 37

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Heguerra, A., & Cacho, R. (2022). Comprehension Concerns: Signs and Signals for
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COMPREHENSION ACHIEVEMENT OF THE SIXTH SEMESTER IN ENGLISH
EDUCATION STUDY PROGRAM OF BENGKULU UNIVERSITY (Siregar, Afriazi) 2019
https://jurnal.unigal.ac.id/jall/article/view/2540

The Difficulty of Reading Comprehension and the Proficiency of the Grade 10 Students
of Aloran Trade High School, Philippines (Cabural, Infantado) 2023
https://journals.e-palli.com/home/index.php/jtel/article/view/1814

Vocabulary size, reading motivation, reading attitudes and reading comprehension

performance among Filipino college learners of English (Mirasol) 2020
https://ijere.iaescore.com/index.php/IJERE/article/view/15335/12780

World Bank (2022). Philippines Learning Poverty Brief. Retrieved from

https://documents1.worldbank.org/curated/en/099000207152223103/pdf/IDU002b5536c
0db4104ec3087d809906ec2eae56.pdf

World Bank (2022). The State of Global Learning Poverty: 2022 Update. Retrieved from
https://www.worldbank.org/en/topic/education/publication/state-of-global-learning-povert
y
 39

SURVEY QUESTIONNAIRES

No Types of Survey questionnaires Strongly Agree Neutral Disagree Strongly Average

. comprehension agree disagree score

1. Contextual Do you feel that your

Comprehension lessons provide
sufficient guidance on
how to effectively use
context to understand
difficult words or
ideas?

2. How confident are you

in your ability to
determine the tone or
mood of a text by
analyzing the context?

3. How often do you use

context clues to
understand the
meaning of a word
when the definition is
not provided directly in
the text?

4. Inferential How often do you rely

Comprehension on external resources
(like discussions with
peers or teachers) to
help understand
implied meanings in
texts?

5. Do you feel that your

lessons encourage
you to think critically
and make inferences
beyond the text?
 40

6. How often do you find

it difficult to grasp the
author's intended
message or implied
meaning from a
passage?

7. Literal How often do you feel

Comprehension that your lessons focus
more on complex
themes or ideas than
on understanding the
basic details of the
text?

8. How confident are you

in your ability to recall
specific details or facts
after reading a
passage?

9. How often do you have

trouble identifying the
main points or
arguments of a
reading?

No Factors that Survey questionnaires Strongly Agree Neutral Disagree Strongly Average
. contribute to the agree disagree score
deficiencies in
comprehension

1. Assessment Do you think that

Practices assessment methods
such as multiple-choice
questions hinder your
ability to demonstrate
true comprehension?

2. Do you feel that

 41

assessments primarily
test your memory of
specific details rather
than your ability to
analyze or interpret the
material?

3. How often do you

receive feedback on
how to improve your
comprehension skills
after taking an
assessment?

4. Motivation and How often do you feel

Interest motivated by the
relevance of reading
materials to your
personal life or
interests?

5. How often do you set

personal goals related
to improving your
comprehension skills?

6. How does your level of

motivation affect your
effort to comprehend
difficult or complex
texts?

7. Socioeconomic Do you have access to

Factors additional learning
resources outside of
school (e.g., online
courses, tutoring, study
groups) to help
improve your
comprehension skills?

8. How often do you face

time constraints, such
as needing to work,
that impact your ability
 42

to focus on reading
and comprehension
activities?

9. How do you perceive

the role of your family’s
educational
background in
supporting your
comprehension
development?

No How do the identified Survey questionnaires Strongly Agree Neutral Disagree Strongly Average
. factors influence the agree disagree score
overall academic
performance and
engagement

1. Impact of Reliance How often do you feel

on Memorization that memorization
Over helps you pass
Comprehension assessments but
doesn’t improve your
long-term
understanding of the
subject?

2. Do you believe that

focusing more on
comprehension
(instead of
memorization) would
make learning more
enjoyable and
rewarding?

3. How often do you find

yourself struggling to
apply what you’ve
memorized in real-life
situations or more
complex tasks?
 43

4. Impact on Success How often do you feel

in Assessments. unprepared for
assessments that
require a deeper
understanding of the
material because of a
lack of focus on
comprehension?

5. How often do you feel

that focusing on
comprehension would
help you to not only
perform better on
assessments but also
retain information
longer?

6. How much do you

think a more balanced
approach to
memorization and
comprehension would
improve your overall
academic
performance?

7. Intrinsic Motivation How often do you find

and Effort in Studies yourself putting in
minimal effort in your
studies due to a lack of
intrinsic motivation?

8. How strongly do you

agree that a lack of
intrinsic motivation has
negatively impacted
your academic
performance?

9. How much do you

think improving
intrinsic motivation
could help you
increase your effort in
your studies?

10. Educational How often do you feel

Resources and that limited access to
Disadvantaged educational resources
 44

Backgrounds negatively affects your

ability to fully
comprehend course
material?

11. How strongly do you

agree that students
from disadvantaged
backgrounds face
significant barriers due
to limited access to
educational resources?

12. How much do you

believe increased
access to educational
resources would
improve your academic
achievement?

13. Engagement and How often do you feel

Academic that obstacles in your
Achievement learning environment
(e.g., lack of
motivation, resources)
affect your level of
engagement in
academic activities?

14. How strongly do you

agree that the
presence of obstacles
leads to lower
academic
achievement?

15. How much do you

think overcoming these
obstacles would
improve your
engagement and
overall academic
performance?
 45

CURRICULUM VITAE

Address: Paknaan Mandaue city Cebu Philippines

Email: [email protected]

Contact #: 09913582099

FULL NAME: Aligway, Emmanuel G.

________________________________________________________________

Motto:​“Keep going, Just don't stop, Everything is possible.“

Personal Data

Age: 18

Sex: Male

Date of Birth: 12-23-2006

Civil Status: Single

Height: 5`8

Weight: 60

Religion: Roman Catholic

Citizenship: Filipino

​ Educational Background

Senior High:

Strand: HUMANITIES AND SOCIAL SCIENCE

Name of school: ACLC COLLEGE OF MANDAUE

Address of school: M.C. Briones St. Mandaue City Cebu

2023 – Present

High School:
 46

Name of school: Paknaan National High School

Address of school: Jayme St Paknaan Mandaue City

Year Graduated: 2023

Elementary:

Name of school: Paknaan Elementary School

Address of school: Jayme St Paknaan Mandaue City

Year Graduated: 2019

Trainings/Workshops Attended: Music Course, Service Crew

Character References:

Mr, Kenth Lester Mondreza

Co-Researcher

Cabancalan National High School

Email: [email protected]

Phone: 0994543678
 47

Address: Sitio.Tabok Kalubihan Mandaue City

Email: [email protected]

Contact #: 0999 738 2589

FULL NAME: Arceo, Ashante Nicole C.

________________________________________________________________

Motto:​ “Every failure is a step to success.”

Personal Data

Age: 17

Sex: Female

Date of Birth: October 15, 2007

Civil Status: Single

Height: 5'4

Weight: 43

Religion: Catholic

Citizenship: Filipino

​ Educational Background

Senior High:

Strand: HUMANITIES AND SOCIAL SCIENCE

Name of school: ACLC COLLEGE OF MANDAUE

Address of school: M.C. Briones St. Mandaue City Cebu

2023 – Present
 48

High School:

Name of school: Tabok National High School

Address of school: Tabok Mandaue City

Year Graduated: 2023-2024

Elementary:

Name of school: Tabok Elementary School II

Address of school: Kalubihan Road Mandaue City

Year Graduated: 2018-2019

Trainings/Workshops Attended: N/A

Character References:

Ms. Angel Faith J. Calero

Teacher

Email: [email protected]

Phone:09234626790
 49

Address: Purok 10, Pitogo Consolacion, Cebu city

Email: [email protected]

Contact #: 09505223336

FULL NAME: Castillon Cherry Grace

________________________________________________________________

Motto: “Skwela paras baon.”

Personal Data

Age: 17

Sex: Female

Date of Birth: February 2,2007

Civil Status: Single

Height: 5'0

Weight: 40kg

Religion: Jehovah's Witnesses

Citizenship: Filipino

​ Educational Background

Senior High:

Strand: HUMANITIES AND SOCIAL SCIENCE

Name of school: ACLC COLLEGE OF MANDAUE

Address of school: M.C. Briones St. Mandaue City Cebu

2023 – Present
 50

High School:

Name of school: Nangka National High School

Address of school: Purok 4, Nangka consolacion, Cebu City

Year Graduated: July 10, 2024

Elementary:

Name of school: Pikalawag Integrated School

Address of school: Pikalawag, Sultan Naga Dimaporo, Lanao Del Norte

Year Graduated: April 1, 2019

Trainings/Workshops Attended: N/A

Character References:

JENESEL A. MEDIO, LPT

SHS English Instructor

ACLC College of Mandaue

Maguikay, Mandaue City

09109952231

[email protected]
 51

Address: Jagobiao Deca Homes Block 9 Lot 28

Email: [email protected]

Contact #: 09237412611

FULL NAME: Dobluis, Franz Benedict, A.

________________________________________________________________

Motto:​“Hardest part of living is taking breaths to stay.”

Personal Data

Age: 19

Sex: Male

Date of Birth: 03-04-2005

Civil Status: Single

Height: 5`6

Weight: 63 kg

Religion: Christian

Citizenship: Filipino

​ Educational Background

Senior High:

Strand: HUMANITIES AND SOCIAL SCIENCE

Name of school: ACLC COLLEGE OF MANDAUE

Address of school: M.C. Briones St. Mandaue City Cebu

2023 – Present

High School:

Name of school: San Roque College de Cebu

 52

Address of school: 3846 Central Nautical Highway, Liloan, Philippines

Year Graduated: 2023

Elementary:

Name of school: Saint Anne Learning Center of Mandaue

Address of school: North Road Plaza, JP Rizal Street, Mandaue City, 6014

Year Graduated: 2018

Trainings/Workshops Attended: Mcdonalds Kiddie Crew/ Music Course

Character References:

JENESEL A. MEDIO, LPT

SHS English Instructor

ACLC College of Mandaue

Maguikay, Mandaue City

09109952231

[email protected]
 53

Address: Purok 4 Cubacub Mandaue City, Cebu

Email: [email protected]

Contact #: 09916079283

FULL NAME: Flores, Irish C.

________________________________________________________________

Motto:​ “I chase goals, not people.”

Personal Data

Age: 17

Sex:F

Date of Birth: February 19, 2007

Civil Status: Single

Height 4'10:

Weight: 48

Religion: Roman Catholic

Citizenship: Filipino

​ Educational Background

Senior High:

Strand: HUMANITIES AND SOCIAL SCIENCE

Name of school: ACLC COLLEGE OF MANDAUE

Address of school: M.C. Briones St. Mandaue City Cebu

2023 – Present
 54

High School:

Name of school: Canduman National High School

Address of school: Arcadio Borbajo Street Canduman, Mandaue City,

Cebu

Year Graduated: 2023

Elementary:

Name of school: Casili National High School

Address of school: Upper Casili Mandaue City, Cebu

Year Graduated: 2019

Trainings/Workshops Attended: N/A

Character References:

JENESEL A. MEDIO, LPT

SHS English Instructor

ACLC College of Mandaue

Maguikay, Mandaue City

09109952231

[email protected]
 55

Address: 198 zone camansi, Paknaan, Mandaue city Cebu

Email: [email protected]

Contact #: 09668224698

FULL NAME: Herbolingo, Joel R.

________________________________________________________________

Motto:​ “Become better than you were yesterday.”

Personal Data

Age: 17

Sex: M

Date of Birth: June 14, 2007

Civil Status: Single

Height: 5’7

Weight: 80 kg

Religion: Catholic

Citizenship: Filipino

​ Educational Background

Senior High:

Strand: HUMANITIES AND SOCIAL SCIENCE

Name of school: ACLC COLLEGE OF MANDAUE

Address of school: M.C. Briones St. Mandaue City Cebu

2023 – Present
 56

High School:

Name of school: Paknaan national high school

Address of school: Paknaan, Mandaue city

Year Graduated: 2023

Elementary:

Name of school: Paknaan Elementary school

Address of school: Paknaan, Mandaue city

Year Graduated: 2019

Trainings/Workshops Attended: Fire Prevention Workshop

Character References:

Ms. Mischelle S. Remedio

Adviser

Email: [email protected]

Address: Paknaan national high school

Phone:09323216612
 57

Address: SL - 072 Jagobiao Mandaue City, Cebu, Philippines

Email: [email protected]

Contact #: 09670113924

FULL NAME: Kurihara, Keziah Pearl

_______________________________________________________________

Motto:​"When you hit rock bottom, the only way to go is up."

Personal Data

Age: 17

Sex: F

Date of Birth: October 09, 2007

Civil Status: Single

Height: 5’2

Weight: 51 kg

Religion: Christian

Citizenship: Filipino

​ Educational Background

Senior High:

Strand: HUMANITIES AND SOCIAL SCIENCE

Name of school: ACLC COLLEGE OF MANDAUE

Address of school: M.C. Briones St. Mandaue City Cebu

2023 – Present

High School:
 58

Name of school: Jagobiao National High School

Address of school: Jagobiao Mandaue City, Cebu

Year Graduated: 2022

Elementary:

Name of school: Consolacion Central School

Address of school: Cebu North Rd, Consolacion, Cebu

Year Graduated: 2019

Trainings/Workshops Attended: Photography and Videography Workshop, News

Writing and Sports Writing Workshop, Layout, Design, and Illustrating Workshop,

Literary and Feature Writing Workshop

Character References:

JENESEL A. MEDIO, LPT

SHS English Instructor

ACLC College of Mandaue

Maguikay, Mandaue City

09109952231

[email protected]
 59

Address: Cabancalan Mandaue City

Email:[email protected]

Contact #: 09165656153

FULL NAME: Mondreza, Kenth Lester L.

________________________________________________________________

Motto:​“Dream Big, Start small, Act now.”

Personal Data

Age: 17

Sex: M

Date of Birth: July 15, 2007

Civil Status: Single

Height: 4'2

Weight: 52

Religion: Roman Catholic

Citizenship:Filipino

​ Educational Background

Senior High:

Strand: HUMANITIES AND SOCIAL SCIENCE

Name of school: ACLC COLLEGE OF MANDAUE

Address of school: M.C. Briones St. Mandaue City Cebu

2023 – Present

High School:

Name of school: Cabancalan National High School

 60

Address of school: Cabancalan Mandaue City

Year Graduated: 2023

Elementary:

Name of school: Cabancalan Mandaue City

Address of school: Cabancalan Mandaue City

Year Graduated: 2019

Trainings/Workshops Attended: N/A

Character References:

Ms, Florie Mee El Buzon

Adviser

Cabancalan National High School

Email: [email protected]

Phone: 09239256908
 61

Address: Centro Mandaue city

Email: [email protected]

Contact #: 09566836354

FULL NAME: Quinatadcan, Charmine

________________________________________________________________

Motto:​“Life isn't about finding yourself. life is about creating myself.”

Personal Data

Age: 20

Sex: Female

Date of Birth: 05-13-2004

Civil Status: Single

Height: 5`4

Weight: 49 kg

Religion:

Citizenship:

​ Educational Background

Senior High:

Strand: HUMANITIES AND SOCIAL SCIENCE

Name of school: ACLC COLLEGE OF MANDAUE

Address of school: M.C. Briones St. Mandaue City Cebu

2023 – Present

High School:
 62

Name of school: Don Gerardo LL. Ouano Memorial National High School

Address of school: Opao Mandaue City

Year Graduated: 2023

Elementary:

Name of school: Don Gerardo LL. Ouano Memorial National High School

Address of school: Opao Mandaue City

Year Graduated: 2017

Trainings/Workshops Attended: N/A

Character References:

Mr. Niel Demape

Email:[email protected]

Address: Opao Mandaue high school

Phone#: 09566836354
 63

Address: Cabancalan Mandaue City

Email: [email protected]

Contact #: 09277361767

FULL NAME: Sisiban, Johnry S.

________________________________________________________________

Motto:​“Don't give up never lose hope.”

Personal Data

Age: 17

Sex: Male

Date of Birth: 07-05-2007

Civil Status: SIngle

Height: 5'7

Weight: 55 kg

Religion: Roman Catholic

Citizenship: Filipino

​ Educational Background

Senior High:

Strand: HUMANITIES AND SOCIAL SCIENCE

Name of school: ACLC College of Mandaue

Address of school: M.C. Briones St. Mandaue City Cebu

2023 – Present

High School:

Name of school: CABANCALAN National High School

 64

Address of school: CABANCALAN MANDAUE CITY

Year Graduated: 2023

Elementary:

Name of school: LIPATA ELEMENTARY SCHOOL

Address of school: LIPATA C.P.G. Bohol

Year Graduated: 2019

Trainings/Workshops Attended: N/A

Character References:

Mrs. Leizl Galendez

Adviser

Cabancalan National High School

Email: [email protected]

Phone: 09437581289