Elements Contributing to Low Comprehension Abilities of Senior

High School Students

A Research Paper

Presented To

The Faculty of Sapian National High School

Poblacion,Sapian,Capiz

In Partial Fulfillment of the Requirements

For The Subject

Practical Research II

By:

Libres, [Link]

Pillejera, Chrisana

Obugan, Jamaica Rian

Crispo, Lemuel

Asuncion, Christian

Zonio, Joven
 Chapter I

Introduction to the Study

Background of the Study

The low percentage of high school students with high

comprehension is a major source of concern. There have been

high concerns in recent years about students finding it

difficult to understand what they are studying. This can be

seen by the drop in standardized test results and the rise

in the proportion of students failing or repeating courses

or grade level.

Only 29% of 16-year-olds in England could read and

comprehend a complex text at a proficient level, according

to a 2019 National Literacy Trust research. The effects of a

student's poor comprehension are severe. Learners who fail

to comprehend what they read are more likely to fall behind

or quit, leaving them behind.

In another study conducted by the National Center for

Education Statistics last 2017, there are only 38 % of Grade

12 students in the United States were able to comprehend and

read a difficult test at a proficient level. Many factors

can lead to students' poor comprehension. Poor reading

habits, a lack of exposure to different books, language

causes. The trend of having gadgets have created new

problems, such as shortened attention spans due to digital

interruption. This issue may have different results outside

the classroom, affecting our children's future jobs and

critical thinking ability skills.

This study aims to identify and analyze the elements

that leads to low comprehension of high school students as

well as the various strategies aimed at addressing this

critical issue. It is important to address and know the

factors and elements that are contributing to this issue to

guarantee that all students have the chance to succeed.

Statement of the Problem

The objective of this study is to identify and analyze the

elements that contribute to the low comprehension abilities

of senior high school students. Specifically, this study

aims to answer the following questions:

1. What are the elements that contributes to low

comprehension of students?

2. What is the level of effect of each element to the low

comprehension of students?
 3. What are the strategies that can minimize the effect of

each elements to the comprehension of the students?

Research Framework

[Link]-Demographic 1. Profiling  Parental

1. Age 2. Data gathering involvement

3. Statistical  Peer
2. Average, 1st semester
analysis collaboration
3. Sex
 Introduce
B. Elements that affects
effective
reading comprehension
strategies

The researcher adopted the Input-Process-Output (IPO)

model. It includes all of the information that are required

in the process. For input, it consists of the respondent’s

profile as well as aspects related to the educational

research. Usually, all the details specified in the

statement of the problems are stipulated [Link] process,

it includes the data gathering, profiling method and

statistical analysis. For output, it depicts the solution

for the problem

This study only focuses on the elements that

contributes to low comprehension of the Senior High School

students of Sapian National High School. Thus, this study

utilizes the Senior High School students of Sapian National

High School enrolled in the school year 2023-2024 only as

the representative of the said group is respondents.

Definition of Terms

Reading Comprehension - In this study ,it refers to the

the capacity to comprehend and analyze written language,

including the ability to draw conclusions, summarize

information, and derive meaning from the text.

High School Students – in this study , it pertains to

the senior high school students with low reading

comprehension.

Chapter II
 Review of Related Literature

The problem of high school students’ poor

comprehension has received a lot of attention. It is

essential to comprehend the elements causing this problem in

order to create interventions that work. In the literature

review that follows, the researchers look at a number of

research that provide insight into the underlying causes,

possible outcomes, and methods used to help high school

students who struggle with comprehension.

Reading difficulties have been associated with limited

academic success and related social-emotional outcomes

including anxiety and low motivation. Recent research on the

educational impact of the COVID-19 pandemic indicates that

children with poor reading skills were disproportionally

disadvantaged. This growing number of students experiencing

reading difficulties will require effective implementation

of strategies to prevent long-term disadvantage, including

in the challenging context of secondary schools where

teachers are unfamiliar with reading instruction and

constrained by timetabling of subjects and teachers. This

research examined whether a Direct Instruction programme

could be implemented with fidelity in the real world of a

was monitored using a standardised assessment. Programme

implementation was monitored via interviews with staff,

classroom observations, and field notes. These data revealed

that, whilst fidelity of programme implementation was

challenging, programme delivery and student ability and

confidence in reading improved over the three years.

Students’ ability to understand text is very low,

because of three factors. The first factor is the lack of

students’ motivation to read, this problem can cause the

decreasing of students’ effort to understand text. The lack

of practice can cause students not able to comprehend the

text and explain what the text is about. The second factor

is the lack of students' knowledge of vocabulary and grammar

that can cause them to not able to understand the meaning of

sentences in the text. The third factor is the methods that

teachers using in their teaching” reading comprehension”

activity which still can not motivate students to active in

reading (Yoj and Snow, 2011). There was a significant

relation between students' use of academic words and reading

comprehension(Jan, 2021) . Academic word use accounted for

16% of the variance in reading comprehension, which was not

with language learning disability (Jan,2021).

When teaching English to students, it is crucial to focus

on their capacity to comprehend texts. This is due to the

fact that reading comprehension is the cornerstone upon

which pupils build their ability to acquire the numerous

English language skills and knowledge that they will need.

Possessing strong reading comprehension abilities

facilitates students in deciphering the meaning of the text

they are reading (Hafifah,2023)

Considering existing data on the reading performance of

students in secondary schools and indications of additional

declines in reading due to the current global situation,

secondary schools may be facing increased numbers of

students whose reading is not at age-appropriate levels. In

schools where student disadvantage is higher, this is likely

to be even greater.