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Analyzing the Existing Level of Comprehension Test

A Partial Research Paper
Presented to
Daniel R. Aguinaldo National High School – Senior High School
In Partial Fulfillment of the Requirements in
Practical Research 2
By
Capuno, Bethany Marie C.
Adarlo, Myra Mae
Atog, Marites
Arnibal, Ariane
Napone, Bea Charisse
Adas, Almarad
Blanco, John Paul
De Ramos, Cede
Escudero, Mellfroy
Idagdag, Neil
Legaspi, Yuan
Mamalac, Alex
Muslihat, Shariff

Mrs. Jennelou Angelo

Practical Research Teacher
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Introduction

Reading comprehension occurs when words on a page are not just mere words but

thoughts and ideas. It is needed to succeed in academics and life in general. Students can benefit

from reading comprehension by improving their writing skills, grades in school, and academic

performance. The level of reading comprehension is essential for the absorption of knowledge

and better acquisition of the language (DaCosta & Gutierrez, 2020).

The study by Jailani (2018) entitled “The Effect of Multipass Strategy on Students’

Reading Comprehension at Senior High School Level” found that some of the students in the

second year of senior high school still had low ability in their reading comprehension after doing

preliminary observation which is making students read and comprehend monolog texts in the

narrative, spoof and hortatory exposition forms at Islamic Senior high School Hidayatul

Mubtadiin (MAHM). According to Ganie et. al. (2019) in their study entitled "Reading

Comprehension Problems on English Texts Faced by High School Students in Medan.", the

Indonesian Government made the English subject compulsory for junior and senior high school

students; however, the way they practice teaching English is not extended to the maximum level.

Senior high school students are expected to have mastered the comprehension skills of reading

English texts at an advanced level but that does not resonate with Indonesian Senior High School

students' skills. Their research revealed that problems are in the teaching and learning process of

Reading Comprehension. It can be concluded that the level of comprehension of senior high

students relies on the approach of the teacher in teaching them reading comprehension.
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In the Philippines, senior high students are found to have relatively low levels of

comprehension. According to Gumangan & Urbano (2021) in their study entitled "Reading and

Writing Needs of Senior High School Students: The Case of Filipino Students in the

Philippines”, in Metro Manila, the Senior High School students in public schools’ main struggles

in terms of reading are recognizing different patterns of development in texts, evaluating the

coherence, organization, grammar, and mechanics of a text, having poor vocabulary knowledge,

and identifying ways on how to select and organize information. Also, the main challenges in

writing are lack of topic-relevant background knowledge and topic-specific paper on texts,

insufficient knowledge and practice on writing with proper citation, incorrect grammar, shallow

vocabulary, and use of different patterns of development when writing. The research pointed out

that the reason behind this is the lack of reading sessions for the students. In the study of Sumipo

(2019) entitled “The Reading Comprehension Levels of Grade 12 ABM Students: An ESP

Design for Basic English Course" that was conducted in Tubigon, Bohol, the grade 12 ABM

Students individually underwent John's Basic Reading Inventory to collect the needed data for

the study. The results showed that a big percentage of students were not able to analyze the

passage correctly. The students were overwhelmed by the long texts. Therefore, grade 12 ABM

students' oral and silent reading comprehension level was generally on a frustration level.

In a research study conducted at Mindanao State University Sulu - Senior high school by

Abbas (2021) entitled "Factors Influencing Students Reading Comprehension Difficulties

Amidst the Use of Modular Distance Learning Approach in Mindanao State University Sulu –

Senior High", a discussion about the relevance of reading comprehension to modular distance

learning took place. Based on the findings of the study, reading comprehension is indeed crucial
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to students, especially, during that time of pandemic when most schools are using a modular

distance learning approach as an alternative learning method.

The level of comprehension differs from one student to another. This usually depends on

the vocabulary knowledge of an individual. A high level of comprehension helps a student

academically excel and puts them in a higher standard of life competence. Thus, this study seeks

to analyze the level of comprehension test provided by Daniel R. Aguinaldo National High

School by administering the test to senior high school students.

Theoretical framework

The study by Bromley et. al. (2021) entitled “Reading Comprehension at the Literal,

Inferential and critical Reflective Levels of primary Education Students”, found that the level of

reading comprehension in students is deficient for the grade they are studying and in need of

improvement, in the levels: literal, inference and critical. (1) Literal comprehension refers to

understanding the text's straightforward meaning, such as facts, vocabulary, dates, times, and

locations (Reading the lines). (2) Inference involves more than a literal understanding. An

inference involves students combining their literal understanding of the text with their

knowledge and intuitions (Reading between the lines). (3) Critical requires the learner to give a

global or comprehensive judgment about some aspect of the text (Reading beyond the lines).
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Conceptual Framework

Levels of
Comprehension
1. Literal
Output
2. Inference
3. Critical

Fig. 1. This schematic diagram shows the indicators of the levels of comprehension which

are: literal, inference, and critical. Thus, the output of this study is to make a standardized

research-made test in reading comprehension.

Statement of the Problem

This research study will assess the level of comprehension of Senior High School students

of Daniel R. Aguinaldo National High School, in which process it answers to the following

questions:

1. What are the students' profiles?

a. Age,

b. Sex, and
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c. Track?

2. What is the level of comprehension of the students?

a. Literal;

b. Inference;

c. Critical?

3. Based on the findings, what enhancement program can be proposed?

Significance of the study

This research study will help to determine the level of comprehension of senior high

school students of Daniel R. Aguinaldo National High School using the existing reading

comprehension questionnaire provided by the school. Additionally, the results will help the

Senior High School teachers to determine whether their teaching style is effective or not in

teaching the students advanced lessons.

Methodology

Participants and Setting

The subjects of this research study will be 198 students from both Grade 11 and 12 senior

high school students of all tracks and strands of Daniel R. Aguinaldo National High School.
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Also, the study will be conducted inside the premises of Daniel R. Aguinaldo National High

School.

Procedure of the Study

Using the sample size calculator by Raosoft, Inc. the researchers determined the sample

size they need to conduct this study in which 198 students will participate in this study. The

researchers will divide the sample size which is 198 students to the number of senior high school

strands in Daniel R. Aguinaldo National High School which is 8 strands in total. Therefore

twelve (12) students from each strand in grade 11 and grade 12 will be selected through a

random sampling technique to be the respondents of this study.

Research Design

This research study will employ the descriptive research design. Descriptive research is

used to describe the characteristics of a population. It aims to collect data that are used to answer

a wide range of what, when, and how questions pertaining to a particular population or group.

Since this study aims to analyze the existing level of comprehension test provided by Daniel R.

Aguinaldo National High School to senior high students, a descriptive research design will be the

suitable research design the researcher will use.

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Data Sources and Analysis

In testing the level of comprehension of the students, the researchers used the reading
comprehension questionnaire that was provided by Daniel R. Aguinaldo National High School.
The reading comprehension questionnaire is a 20-items test that is made up of 7-items Literal
questions, 5-items Critical questions, and 8-item Inferential questions. The data were treated
using descriptive statistics such as mean and standard deviation. These data were presented using
tables.

The scores of the test were analyzed and interpreted as follows:

Literal

Scores Description Definition

6-7 Excellent The students have mastered in

comprehending the stated details.

4-5 Very Good The students have above-

average

efficiency in comprehending the

stated details.

2-3 Fair The students have an average

efficiency in comprehending the

stated details.

0-1 Poor The students have a weak or less

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than average efficiency in

comprehending the stated details

Inferential

Scores Description Definition

8 Excellent The students have mastered to

combine ideas and draw a

conclusion from the text.

6-7 Very Good The students have an above-

average

efficiency to combine ideas and

draw a conclusion from the text.

4-5 Good The students have an average

efficiency to combine ideas and

draw

a conclusion from the text.

2-3 Fair The students have below-average

efficiency to combine ideas and draw a

conclusion from the text.

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0-1 Poor The students have weak efficiency

combine

ideas and draw a conclusion from the text.

Critical

Scores Description Definition

4-5 Excellent The students have mastered

to make judgments based on

evaluation from the text.

2-3 Fair The students have an average

efficiency to make judgments

based on evaluation from the text.

0-1 Poor The students have less than average

efficiency to make judgments

based on the evaluation of the text

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Results and Discussions

Table 1. Age of the Senior High School students

Valid Frequency Percent Valid Percent Cumulative

Percent

16 28 14.1 14.1 14.1

17 90 45.5 45.5 59.6

18 59 29.8 29.8 89.4

19 16 8.1 8.1 97.5

20 3 1.5 1.5 99.0

22 2 1.0 1.0 100.0

Total 198 100.0 100.0

Fig 2. The table shows the different ages of the students who took the level of

comprehension test. There were 198 students who took the level of comprehension test, and

among them; there were 28 students who were 16 years old which is 14.1% of the total sample,

90 students who were 17 years old which is 45.5% of the total sample, 59 students were 18 years

old which is 29.8 of the total sample. 16 students who were 19 years old which is 8.1% of the

total sample, 3 students who were 20 years old which is 1.5% of the total sample, and 2 students

who were 22 years old which is 1.0% of the total sample.

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As shown in the table, the highest frequency of age of the students who answered the

reading comprehension test is 17 years old which is 45.5% of the 198 responders. Therefore, we

can conclude that the majority of responders were 17 years old.

Table 2. Gender of the Senior High School students

Valid Frequency Percent Valid Percent Cumulative

Percent

Female 102 51.5 51.5 51.5

Male 96 48.5 48.5 100.0

Total 198 100.0 100.0

Fig 3. The table shows the gender of the students who took the level of comprehension

test, the gender options were only limited to males and females. Among the 198 students who

took the level of comprehension questionnaire; there were 102 female students which is 51.5%

of the total sample and 96 male students which is 48.5 of the total sample.

As shown in the table, the highest frequency of gender of the students who answered the

reading comprehension test is Female which is 51.5% over 100% of respondents. Therefore, we

can conclude that most of the responders were Female.

Table 3. Track of Senior High School students

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Valid Frequency Percent Valid Percent Cumulative

Percent

Academic 120 60.6 60.6 60.6

TVL 78 39.4 39.4 100.0

Total 198 100.0 100.0

Fig 4. The table shows the track of the students who took the level of comprehension

tests, which only consist of Academic and TVL tracks. Among the 198 students who took the

level of comprehension test; there were 120 students from Academic Track which is 60.6% of

the total population and 78 students from TVL Track which is 39.4% of the total population.

Based on the table shown, the frequency of Academic Track is 120 while the frequency

of TVL Track is 78. This means that most of the responders were from Academic Track which

has 60.6% over 100%.

Table 4. Descriptive Statistics of the Level of Comprehension

N Minimum Maximum Mean Standard

Deviation

Literal 198 0 8 4. 2677 1.48224

Inferential 198 0 8 4. 1667 2.27489

Critical 198 0 8 2. 7071 1.66939

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Valid N 198

(listwise)

Fig 5. Based on the findings shown in the table, the minimum score that the students

might get is 0 while the maximum score they may get is 8. At the Literal level, the students got a

mean of 4.2677 which implies a remark of Very Good. The students have above-average

efficiency in comprehending the stated details. At the Inferential, the students got a mean of

4.1667 which implies a Good remark. The students have an average efficiency to combine ideas

and draw a conclusion from the text. Lastly, at the Critical level, the students got a mean of

2.7071 which implies a Fair remark. The students have an average efficiency to make judgments

based on evaluation from the text.

The findings of the research study suggests that the enhancement program to be proposed

is to the school to implement activities that enhances the inferential and critical cognition of the

students.

Conclusion

Based on the stated statistics, the researchers conclude that using the existing Level of

Comprehension test, the senior high school student’s level of comprehension in Literal is Very

Good, in Inferential is Good, and in Critical is Fair. Additionally, the level of comprehension

(Literal, Inferential, and Critical) is inversely proportional to the reading comprehension ability
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of the students. As the level of comprehension increases, the ability of the students in reading

comprehension decreases.

Recommendations

This research study recommends to:

1. Schools to implement a level of comprehension test for every enrolment to be

aware of the student’s level of comprehension increases every year.

2. Teachers to possess a teaching style that can help to improve the student’s level

of comprehension.

3. Students to understand how their level of comprehension plays an important part

in their education and practice reading more and ask their selves questions about

the text.

4. Researchers to create a standardized research-made questionnaire that would be

suitable for senior high school students.

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References

A. Internet Sources
DaCosta, Pedro & Gutierrez, Yerni. "Level of Reading Comprehension of Dominican EFL
College Students" https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&=level+of+reading+comprehension+of+dominica
n+EFL+college+students&btnG= (2020). Date Accessed: October 30,
2022.
Gumangan, Ma. Angelica & Urbano, Cielo. "Reading and Writing Needs of Senior High
School Students: The Case of Filipino Students in the Philippines". De La
Salle University. https://doi.org/10.56498/31202154 (2021). Date
Accessed: October 30, 2022.
Sumipo, Jasmin. "The Reading Comprehension Levels of Grade 12 ABM Students: An ESP
Design for Basic English Course." 10.22161/ijels.4.1.22 (2019). Date
Accessed: October 30, 2022.
Abbas, Khar-Diyah A. "Factors Influencing Students Reading Comprehension Difficulties
Amidst the Use of Modular Distance Learning Approach in Mindanao
State University Sulu – Senior High." Mindanao State University – Sulu.
https://doi.org/10.37275/oaijss.v4i2.78 (2021). Date Accessed: Oct 30,
2022.
Bromley, Zapata et. al. “Reading Comprehension at the Literal, Inferential, and critical
Reflective
Levels of primary Education Students.” Universidad César Vallejo.
https://dialnet.unirioja.es/servlet/articulo?codigo=827362 (2021). Date
Accessed: January 25, 2023.

B. Journal
Jailani, Ahmad A. "The Effect of Multipass Strategy on Students’ Reading Comprehension at
Senior High School Level. J-SHMIC" Journal of English for Academic
(2018).
Ganie, Rohani Deliana & Rangkuti, Rahmadsyah. "Reading Comprehension Problems on
English Texts Faced by High School Students in Medan." Annual
International Conference on Language and Literature Journal (2019).
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