INTRODUCTION

Reading comprehension is the ability to read, process, and understand the meaning of a text.

It is different from the ability to recognize words. Rather, it involves looking for the main

idea, questioning, making inferences, and summarizing. In school, students read various

forms of text in order to complete written tasks, study their lessons, answer complex

questions, and make sense of different concepts. This means that students utilize their reading

comprehension skills to further learn and grow academically. However, there are still

students who lack strong reading comprehension skills. Some causes of poor reading

comprehension include oral language deficit, decoding difficulties, working memory

overload, and disinterest or boredom. This results in the inability to grasp ideas, formulate

thoughts, master lessons, and be educated. The existence of these two differing situations

implies that reading comprehension can greatly affect the academic performance of students.

Students who have a wide access to relevant learning materials are more likely to develop or

have a good reading comprehension, while those who have limited access to them are less

likely to achieve the same outcome.

According to Hendrix (2019), students who study in a positive learning environment

have been shown to be more motivated, engaged, and have a higher overall learning ability.

On the other hand, students learning in poor environments – those that are uncomfortable,

loud, or full of distractions – will find it far more difficult to absorb information and stay

engaged. Academic success, critical thinking, linguistic competency, information retrieval,

self-empowerment, and personal success all depend on reading comprehension. By enhancing

one's knowledge, sharpening one's cognitive capacities, and empowering one to successfully

navigate the world, reading comprehension skills can have a significant and long-lasting

impact on a person's life.

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 Students lacking comprehensive understanding can often lead to consequences such

as; irrelevance, pointless, unnecessary and inappropriate viewpoints. However, this is a major

problem that not only the grade 11 students of Saint Mary Magdalene School (SMMS) are

facing, but also the whole world. Consequences of lack of comprehensive knowledge can be

permanent or temporary, even so, it can greatly affect the ability of the student.

Comprehensive knowledge is not only for smart people, but also a matter of understanding

where people should know how to practice in the first place.

The researchers will expand further knowledge as this study continues. However,

given that it is already existing and still nothing is happening, it is already alarming. If this

study will help future generations towards understanding the effects of lacking

comprehensive skills, not only in grade 11 students of SMMS, but also in this country.

Statement of the Problem

This research study generally aims to determine the effects of reading comprehension

skills to academic performance of the selected grade 11 students in Saint Mary Magdalene

School

Specifically, it will answer the following questions:

1. What are the main causes why the students are failing to understand certain

concepts?

2. Are there significant differences in the performance of students with high

levels versus low levels of reading comprehension?

3. To what extent does proficiency in reading comprehension correlate in overall

academic performance among grade 11 students?

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Objectives of the Study

This research study generally aims to determine the effects of reading comprehension

skills to academic performance of the selected grade 11 students in Saint Mary Magdalene

School.

Specifically, it will aim to;

1. identify the main causes why the students are failing to understand certain

concepts;

2. evaluate the reasons for the student's lack of comprehension skills; and,

3. does proficiency in reading comprehension correlate in overall academic

performance among grade 11 students

Hypotheses

Based on the researchers, these hypotheses were drawn.

1. Lacking in reading comprehension skills has no significant effects on the academic

performance in the grade 11 students of Saint Mary Magdalene School.

2. Lacking in reading comprehension skills has a significant effect on the academic

performance in grade 11 students of Saint Mary Magdalene School.

Significance of the Study

The findings of this study will help determine the effects of lacking in reading

comprehension skills to academic performance of the selected grade 11 students in Saint

Mary Magdalene School. The result of the study will be beneficial to the following;

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Students. This study will help the students analyze and improve reading comprehension

skills. The students will be more open about topics and suggestions about reading and

comprehension.

Parents. This research will help the parents give attention to their child’s reading

comprehension skills.

Teachers. This study will help the teachers to be aware of this existing problem. Teachers

can help the students to furnish comprehensive skills. It will also provide a better

understanding to the teachers that they need to prepare more materials and strategies which

will help their students to enhance their reading comprehension.

School Administrator. The result of the study will help them analyze the effectiveness of an

educator's teaching strategies.

Future Researchers. This study will help future researchers have a reference or source to

make a better solution to this study. Therefore, this study can be used to make improvements

to further study in the future. This will deepen the knowledge about reading comprehension.

Scope and limitation

This study aims to determine the effects of the lack of reading comprehension level of

the selected grade 11 students in Saint Mary Magdalene School on their academic

performance during the academic year 2023-2024. The respondents of the study are only for

the selected grade 11 students who are regularly attending class at Saint Mary Magdalene

School.

Definition of Terms

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 For the better understanding of this study, these words are defined conceptually and

operationally;

Comprehension. Ability to understand the text fully.

Skills. Capability to perform certain actions.

Academic Performance. Measurements of the students' best effort.

Lacking. Incomplete or not enough information.

Phenomenon. It is an event that is observed to happen.

Unsatisfactory. Not good enough, does not bring joy.

Conceptual Framework

The conceptual framework presents the diagram of the study which is to determine the effects

of lacking in reading comprehension skills to academic performance of the selected grade 11

students in Saint Mary Magdalene School.

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Paradigm of the Study

Figure 1. conceptual framework about the study entitled, the Effects of Lacking in

Reading Comprehension to Academic Performance of Selected Grade 11 Students in Saint

Mary Magdalene School.

The process consists of the data collection of student profiles, administering

questionnaires, organization of students’ responses, and statistical analysis of data. This

shows a step-by-step process on how the researchers will collect and analyze the given data

of the students.

Output will distinguish the correlation of students lacking in reading comprehension

skills to academic performance of the selected grade 11 students in Saint Mary Magdalene

School, to provide a light to this outgrowing problem that has been present for a long time.

Theoretical Framework

This study aims to validate theories regarding the chosen topic. The effects of lacking

in reading comprehension skills to academic performance of the selected grade 11 Students in

Saint Mary Magdalene School.

Howard Gardener’s theory of multiple intelligences

This study is supported by the theory on Multiple Intelligences. This theory was first

assumed by Howard Gardner in 1983. Based on this theory, Howard says that people learn in
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multiple ways. It is the different ways in which people are able to acquire and retain

information. From the usage of visuals such as words, numbers, and pictures to interactive

like social interaction, self-analyzation, and physical interaction with the surroundings.

This theory can be applied with reading comprehension. Particularly the verbal-

linguistic intelligence mentioned by Howard. It is the human ability and capacity to

understand one's mother tongue or other languages. Both verbally or in written text. People

who read a lot have plenty of experiences with understanding texts and their meanings.

Observing how other people use words and phrases. Therefore, those who have high verbal-

linguistic intelligence are excellent interpreters of language and have a good level of reading

comprehension.

Howard's theory is a possible explanation as to why students lack reading

comprehension. Because each student has their own way of comprehending text and

improving their knowledge and understanding. There are students who have a slower pace of

learning and comprehending than most. These individuals possibly use a different approach

in learning instead of the verbal-linguistic intelligence that was given by Howard. Which

could leave students behind as a teacher's teaching approach, along with the curriculum, may

not be able to accommodate said learners.

Elger’s theory of academic performance

According to Elger (2007), to perform is to yield worthwhile outcomes. An individual

or a group of people working together might be considered a performer. A performance's

level indicates where it is on the route toward developing performance. The six components

that make up the current performance level are as follows: context, level of knowledge, levels
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of skills, level of identity, personal factors, and fixed factors. There are three suggested

axioms for efficient performance enhancements. It includes adopting a performer's mindset,

immersing oneself in a stimulating setting, and participating in introspective practice.

The theory of performance is a challenge to educators. They need to be capable and

well-equipped in documenting the performance of each of their students. The understanding

of the six components is crucial in figuring out the capability of a learner. By keeping track of

their own and other's improvement, they are able to empower themselves to help others learn

and grow.

In relation to reading comprehension, the theory is about how one could possibly

grow and why they cannot. As Elger has said, there are three axioms for effective

performance improvements. Performer’s Mindset, Immersion, and Reflective Practice.

Someone who is lacking in reading comprehension may also lack the following. A learner

may lack the mindset because of the scrutiny from other people because of their lack of

reading comprehension. They are scared of allowing themselves to experience more failure or

probably do not have the time to set goals, leaving little to no room for growth.

A student may lack immersion because they do not have enough motivation to

immerse themselves more into reading. Since comprehending text is already quite difficult

for them. It is possible they might find such a task tedious. Perhaps there is also no one

around them to motivate them enough. Which can lead to poor academic performance at

school.

Reflection of oneself helps people realise what their strong and weak points are.

Accepting that one is lacking in reading comprehension is the first step in improving such
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skill and knowledge. Noting down accomplishments and small changes will help students

increase their interest in more reading.

Rumelhart’s schema theory

The Schema theory says that texts only provide directions for listeners or readers. It is

how they should hypothetically collect or assemble meaning of their own acquired

knowledge. Reader's background knowledge is what a previously acquired knowledge is

called.

Rumelhart (1982) says that the cognitive structure known as schema aids in the organization

and interpretation of data. Put otherwise, schema is a mental framework that enables us to

comprehend how things work. It is the mental organization, processing, and storage of

information.

Schema theory says that in order to comprehend a text, it should be an interactive

process between the reader's background knowledge and the text itself. It requires the

person's ability to be able to connect the written or textual material to a person's own

understanding. Comprehending words and sentences does not only rely on one's linguistic

knowledge. Because the more information and knowledge a person has about the world and

their surroundings, the better their comprehension gets. That is why students who read, write,

and experience a lot of things have really good reading comprehension.

According to the schema theory, meaning is not fully presented in texts or written

works. It is up to the readers to try and decode what the text may mean. Students use their

background information from their knowledge, experience, and even emotions to try and

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comprehend textual materials. In order to improve the lacking reading comprehension of the

students, it is good to have them be more intune with the background knowledge that they

already have.

REVIEW OF RELATED LITERATURE AND STUDIES

Many students still read less attention to punctuation, do not recognize the meaning of

words, that reading speed is less flexible, cannot develop visual imagination, cannot

recognize the organization of essays, and could not find the main idea in the reading. The

results of this study indicate that the ability to understand reading texts is still below average.

(Sari, et al., 2020). This study aims to identify what are the causes of why the students are

failing to understand the meaning of the text. The researchers are bound to know more about

how lacking comprehension skills are affecting the students' lives. However, not being able to

read properly is the main reason why the students are failing to understand the context of the

text. It greatly affects lives as it is an important role of studying and gaining information.

Furthermore, misunderstandings can be one of the causes of lacking in reading

comprehension because the reader does not extend nor analyze the text properly.

According to Linda, 2014, impacted readers such as weak decoding, poor reading

prosodies, weak language processing skills, poor vocabulary, memory issues and lack of

active process. The more we realize that some of the students do not value education and are

well focused on games and other online platforms. However, the students' incapability to

comprehend is not entirely their fault. Some of them are not gifted enough to understand

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certain contexts easily. In this matter, students should practice reading and understanding the

text to help them in the future.

According to the study conducted by Cho, Capin, Roberts, and Vaughn (2019), they

also used The Simple View of Reading (SVR) by Gough and Tunmer (1986) as a framework

in order to conduct their study. With this, they were able to discover the difference of reading

difficulties between fourth grade English learners (ELs) and non-English learners. (non-ELs).

ELs are non-native English speakers while non-ELs are native speakers. They were able to

figure out how sources and reading comprehension failure affects these two groups. It is

important to remember that vocabulary also plays an important role in reading

comprehension (Beck & McKewon, 1991; Quinn, et al., 2015, most especially for English

learners (August, et al., 2005; Carlo, et al., 2004; Snow & Kim, 2007). It is also mentioned

that Cho, et al., 2019, used a latent variable so their results are not dependent on only one

type of reading comprehension measure. This is because word reading and linguistic

comprehension skills vary amongst native speakers (Cutting & Scarborough, 2006; Keenan et

al., 2008).

Cho, et al., 2019, mentions that their study shows that students with reading

comprehension difficulties differ based on their language status. English learners

underperformed in reading comprehension compared to non-English learners. They also

discovered that there was a big difference between the linguistic comprehension skills of ELs

and non-ELs, with non-ELs having a much higher score. Although, English learners

outperformed non-English learners in word reading measures. Meaning to say, ELs' limited

English proficiency and knowledge does not necessarily hinder their world-level reading. The

level of differences between the two groups suggests that linguistic comprehension skills and

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vocabulary are prominent sources of failure in reading comprehension among English

learners.

Based on the study of Oakhill, et al., 2019, readers cannot understand text if there is no

reasonable number of words in it. Good language understanding is one of the keys in having

an effective reading comprehension. Oakhill also mentions The Simple View of Reading

(Gough and Tunmer, 1986). This says that variation in reading ability is attainable by two

skills, the ability to read and being able to learn to read. It is a framework for understanding

reading development and difficulties.

Oakhill, et al., 2019, mentions that whatever modality a text is presented as

successful comprehension requires the construction of combined representation of the general

meaning of the text.

They also mentioned the mental model (Johnson-Laird, 1983) or similar situation

model (Kintsch, 1998) in which a reader remembers the mental model of the text instead of

the text itself. It is said that this model makes a text easier to remember and comprehend for a

reader.

Reading comprehension, or the method of processing text in order to extract and

construct meaning, is vital to academic success and future life outcomes. According to Kucer,

et al., 2016, the type of mental image that is made from the written material is referred to as

the level of reading comprehension. In order to incorporate explicit and implicit information

from the text, experiences, and prior knowledge, the reader creates a mental model. There are

studies (Yussof et al., 2013; Ulum, 2016) in the scientific literature that establish stages of

reading comprehension that range from a literal level of idea recognition to an inferential and

crucial stage that requires the development of conclusions and data transformation. The

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manner of presentation of the text, the type of metacognitive strategies utilized, the type of

text and challenges, the method of writing, the type of reading comprehension task, and the

learner’s range of abilities are all factors associated with the level of understanding of written

material.

As stated in a Malaysian journal article by Sidek Het. al., 2015, students with low

knowledge of vocabulary tend to struggle to understand the main message of the material

they have read. Students’ capacity to engage with the story and answer various questions is

hampered by a lack of language knowledge. It also occurs when readers ponder on their own

experiences while reading or afterward. Another form of exercising text comprehension

occurs when readers have an insight or foresee what will happen next in the story that they

are reading given that it is associated with a personal feeling (National Institute for Literacy,

2013).

According to Al-Jarrah, H. (2018), lack of reading can limit one's understanding of the

world, current events, and various subjects. It is assumed that learners who are unable to read

and comprehend face many challenges during their studies and before graduating. The more

the students read, the more reading comprehension enhances. Given that, comprehension is a

must to graduate, students might find difficulty in understanding lessons if comprehension is

not given enough enhancement. Therefore, understanding certain concepts can help the

students grow into more educated people in the future.

Based on the study by Schugar, J. (2011), this study compared reading

comprehension, critical reading abilities, and study skill utilization among students who read

eTexts on eReaders as opposed to those who read traditional paper texts. Additionally, the

study investigated the practical implications of these findings for successfully integrating

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eTexts into English classrooms. This study found no significant differences in reading

comprehension levels between groups that used eReaders and those that used traditional

paper texts. Furthermore, while students reported using active reading techniques such as

highlighting, bookmarking, and annotating when reading printed materials, these strategies

were not consistently used when reading eTexts on eReaders, according to survey data.

To the given study of Bojovic, M., (2010), it presents a theoretical framework for

categorizing reading skills, determining criteria for ranking these skills, and transferring these

skills. As observed, this study points out that reading comprehension is not only about

understanding, but also in how the reader delivers it to another person. If the person delivers a

text without understanding it properly, it can cause harm to other people. Therefore,

deliberation of the text must be clear to avoid further misunderstandings between texts.

Furthermore, this study will raise awareness in this existing problem with deeper

understanding.

Based on the study of Dara, D., (2020), it suggests exploring additional root causes,

including family-related issues, English study time, learning and teaching materials, and

access to libraries, as areas for future research. The researchers thought that reading

comprehension cannot be enhanced without any proper study. To fill what is lacking, the

educators must provide learning materials to give the students options on how they want to

enhance such skills. To give emphasis, people who cannot afford education, can access public

libraries that have the same resources in school. Although, seminars can be done in every

barangay to help raise this issue and to help kids understand.

The State of Philippine Education Report by The Philippine Business for Education or

PBEd (2023) revealed that despite spending long hours in school, Filipino youngsters
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struggle with comprehending what they read. In the Philippine education system, students

from low-income backgrounds prioritize labor above formal education at a young age.

Poverty and lack of educational opportunities also have an impact on their intellectual growth

and engagement with academics. A child who is surrounded by educators, books, or other

reading materials recognizes the value of education. (Meron, 2018).

No reading takes place without comprehension. The problem of comprehension has

been present long before the issue of poor education quality, and ways of improving reading

proficiency have become next to obsession among the concerns (Caybot-Plaza, 2017).

As stated, comprehension is clearly there before education quality was even given

attention. Even so, lacking in reading comprehension is still present up until today. Maybe it

became worse because it did not get the attention it needed. However, somehow, people

today are talking about how low reading comprehension is here in the Philippines. Therefore,

people gave attention and became conscious of how they understand things.

A study conducted by Estremera, M., (2018), investigated the elements impacting

the reading comprehension of grade six pupils. The research seeks to examine comprehension

skills based on the PHIL-IRI pre-test for the school year 2013-2014 and identify teacher

training needs. The findings of the study were critical to the development of instructional

tools to improve students’ reading competency. To collect data, the researchers dispersed

questionnaires in each of the City Division’s four districts. The descriptive-developmental

research method was primarily used in this study. It revealed information about the reading

levels of grade six students as well as the training needs of teachers to provide greater

assistance to their students. The researchers worked together to create a reading module to

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help students improve their reading skills. The study also revealed that a variety of factors,

such as pupil-specific, language-related, teacher-related, school head-related, school-related,

home-related, and community-related, influenced students’ reading comprehension.

According to Toma, M., (2021), this mixed-method research study focused on

examining the reading profiles of learners in both English and Filipino, their barriers and

challenges, as well as school initiatives to improve their reading programs and gain support

from stakeholders. The study included 4,056 Filipino reading profiles and 4,216 English

reading profiles from students in Grades 1 through 7. Data was gathered through interviews

with school administrators and teachers, and it was analyzed using descriptive measures and

thematic analysis. The findings revealed that the majority of the students were having

difficulty reading and were frequently frustrated. A lack of mastery of reading fundamentals,

an abundance of learners-at-risk, and a general lack of a reading culture are the primary

factors contributing to their reading difficulties. The reading programs and activities proposed

could be used to develop suited reading courses and literacy initiatives in school. These

initiatives can be categorized as the Literacy Program, Individual Reading Recovery

Program, and Enrichment/Enhancement Program.

Teachers are recommended to provide additional reading materials such as books,

magazines, encyclopedias, and short stories to enhance students' oral reading and

comprehension abilities. The study concludes by proposing the implementation of the

Reading Skills Enhancement Program (RSEP) to the Department of Education, Division of

Zambales, specifically targeting the Eastern Schools in Botolan, Philippines. (Ditona, 2021).

One of the things that is needed to improve reading comprehension is, obviously, to read. The

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more the students read, the more they can understand. Room for improvements must be made

to avoid being uneducated about certain topics and to have basic knowledge that are essential

in order to gain more. Given that, having accessible learning materials is useful for every

student that wants to learn and wants to expand knowledge further. So, lack of

comprehension skills can slowly be lessened.

According to Kieffer, (2012), three hypotheses were examined regarding the direct and

indirect effects of derivational morphological awareness on the reading comprehension of

sixth-grade students from various language backgrounds (a total of 952 participants).

Spanish-speaking, Filipino-speaking, and Vietnamese-speaking language minority learners,

as well as native English speakers, were represented among the student groups. Using

multiple-group structural equation modeling, the research showed that morphological

awareness substantially contributed to reading comprehension, even when reading vocabulary

and word reading fluency were taken into account. Morphological awareness also had a

major indirect effect on reading comprehension by influencing reading vocabulary, but not

word reading fluency. These effects were consistent across all four language groups. These

findings show that morphological awareness has a diverse and important role to play in

improving English reading comprehension for students from a variety of home language

backgrounds.

According to Gonzales, (2015), Educators worldwide are actively researching ways to

enhance reading comprehension skills, given the critical issues in reading instruction. Lack of

reading comprehension skills are one of the major problems here in the Philippines, it is also

proven that the Philippines is one of the countries that has low comprehension skills. As

stated in this study, educators are also finding a solution to have a better education. However,

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up until this day, reading comprehension is still one of the major problems here in the

Philippines because some people cannot afford proper education. Therefore, even though

authorities are finding a solution, it still cannot be solved entirely.

According to Toma, M., (2021), this mixed-method research study focused on

examining the reading profiles of learners in both English and Filipino, their barriers and

challenges, as well as school initiatives to improve their reading programs and gain support

from stakeholders. The study included 4,056 Filipino reading profiles and 4,216 English

reading profiles from students in Grades 1 through 7. Data was gathered through interviews

with school administrators and teachers, and it was analyzed using descriptive measures and

thematic analysis. The findings revealed that the majority of the students were having

difficulty reading and were frequently frustrated. A lack of mastery of reading fundamentals,

an abundance of learners-at-risk, and a general lack of a reading culture are the primary

factors contributing to their reading difficulties. The reading programs and activities proposed

could be used to develop suited reading courses and literacy initiatives in school. These

initiatives can be categorized as the Literacy Program, Individual Reading Recovery

Program, and Enrichment/Enhancement Program.

According to Cabalo, J., & Cabalo, M., (2019), the teacher is the most significant and

effective tool in the educational system. Teachers may be the first to be criticized for the

existence of this reading literacy problem. Although the Department of Education has

introduced various reading programs, their execution is where things become tangled.

Teachers, who are the programs’ implementers, like shortcuts. Teachers begin by teaching

the alphabet before moving on to teaching reading readiness. Children's reading readiness

will suffer if teachers are unable to aid children in mastering these reading skills so that they

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do not struggle to read on their own. Furthermore, reading lessons sometimes began without

drawing on students' prior knowledge to connect previous learning to the new skills. Linking

the learners' prior knowledge may make reading growth easier. Aside from that, reading

teachers' experience is considered to influence students' reading literacy.

METHODOLOGY

This chapter presents various methodologies that were used in gathering data and

analysis which are relevant to the research. This specific chapter analyze the research design,

research instrument, sources of data, data gathering procedure, and data analysis to give

directions to the research about the effects of lacking in reading comprehension skills to the

academic performance of the selected Grade 11 students of Saint Mary Magdalene School

A.Y 2023-2024.

Research Design

This study will use a correlational research design. According to Bhandari (2023), a

correlational research design looks into relationships between variables without the

researcher altering or controlling any of them. In addition, a correlation indicates how strong

the relationship is between two or more variables. A correlation could potentially be positive

or negative. Results from correlational studies can be used to estimate the prevalence and

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correlations between variables, as well as to foresee occurrences based on current data and

knowledge.

This study is designed to acquire correlational findings from selected Grade 11 students

in Saint Mary Magdalene School. This type of correlational research used dichotomous

questionnaires.

Research Instrument

This particular study will be using questionnaires as an instrument to collect data in

order to identify what are the effects of lacking in comprehension skills to the academic

performance of the selected grade 11 students of Saint Mary Magdalene school. The total of

the respondents needed are 100.

Source of Data

This study will use primary data where in this study the responses will come from the

selected respondents who will answer the questionnaire, treating their response as the primary

source of evidence. The respondents of this study will be selected from Grade 11 students of

St. Mary Magdalene School through a random sampling technique. The research will utilize

random sampling techniques to ensure a representative sample, and participants will be

provided with survey questionnaires to answer the experiences related to lacking in reading

on their levels. The total number of the participants is 100, combined from the grade 11

students.

Table 1 shows the distribution of respondents and sample population. In STEM 1 St.

Anthony of Padua out of 28, 20 were selected, in STEM 2 - St. Lorenzo Ruiz out of 34, 25

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students while in STEM 3 San Pedro Calungsod out of 29, 25 were selected to participate in

data gathering of researchers. On the other hand, in HUMSS St. Domingo Savio out of 18, 10

students and in ABM 1 - St. Francis Xavier out of 27, 20 will be the respondents of the

study. A total of 100 students were selected and will be the respondents of this study.

Table 1. Distribution of the Population and Sample Sections

Grade Level, Strand, & Total Population Sample population

Section

STEM 1 - St. Anthony of 28 20

Padua

STEM 2 - San Lorenzo Ruiz 34 25

STEM 3 - St. Pedro 29 25

Calungsod

ABM 1 - St. Francis Xavier 27 20

HUMSS 1 - St. Domingo 18 10

Savio

Total 136 100

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Data Gathering Procedure

The researchers constructed a letter for approval to conduct the study. A copy of the

survey questionnaire was made alongside the letter. The questionnaires contain questions

related to reading comprehension difficulties and how it may affect the students' academic

performance. The researchers used a self-completion questionnaire containing closed-ended

questionnaires. Once approval was received from the principal and the subject teacher/s, the

researchers began with their data gathering and handed out printed copies of the

questionnaires to the randomly selected grade 11 STEM, ABM, and HUMSS students of

Saint Mary Magdalene School. An overall total of 100 responders from the grade 11

department was chosen.

The researchers explained the importance of the study and encouraged honesty from

each respondent. The researchers also ensured confidentiality of the respondent’s identity.

After collecting all the results, the researchers tallied and analyzed the data from the survey

and compiled it into a graph.

Data Analysis

The researcher ensured that all grade 11 students of Saint Mary were represented in

the sample size. The data that will be collected from the respondents will be analyzed using

the statistical test and treatment. To analyze the response from the respondents.

The following statistical tests and treatments were used in this study:

Frequency count together with percentage, was used to determine the distribution of

the participants.

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 Percentage was used as an indicator for determining which item in a group were

favoured most and which item in a group were favoured least by the participants. This was

used in the study to describe profiles of the students.

Formula:

Whereas.

%=percentage population

Mean is calculated by summing all numerical values within a dataset and is

representative of the data. It is employed to ascertain the central tendency of the dataset.

Formula

Whereas,

X=mean

f=frequency

x=class mark

n=sample size

Standard deviation was used to determine the number of students who underwent the

survey questions.

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Formula:

RESULTS AND DISCUSSION

This chapter focuses on analyzing the data and discussion of findings in relation to the

given statement of the problems. The data were collected through questionnaires. These data

are displayed in tables, arranged according to the sequence of questions in the study. The

questionnaire was developed based on a research study titled "The Effects of Lacking in

Reading Comprehension Skills on the Academic Performance of Selected Grade 11 Students

in Saint Mary Magdalene School A.Y 2023-2024

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 Table 2 shows the frequency distribution according to the respondent’s age of selected

grade 11 students of Saint Mary Magdalene School. The table shows that most of the

respondents are 16 years old with the frequency of 55 or 55.00 percent; 1 or 1.00 percent of

the respondents are 15 years old; 38 or 38.00 percent of the respondents are 17 years old; 3 or

3.00 percent of the respondents are 18 years old; 2 or 2.00 percent of the respondents are 19

years old; 1 or 1.00 percent of the respondents are 20 years old.

Table 2. Distribution of the Respondents in terms of Age.

AGE FREQUENCY PERCENTAGE

15 1 1%

16 55 55%

17 38 38%

18 3 3%

19 2 2%

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 20 1 1%

TOTAL 100 100.00

Table 3 shows the distribution of respondents’ answers if lacking in reading

comprehension skills affect the academic performance of grade 11 students. Most of the

respondents answered “YES” with the frequency of 94 or 94.00 percent, while others

answered “NO” with the frequency of 6 or 6.00 percent. Therefore, most Grade 11

students agree that their academic performance is affected by a lack of reading

comprehension skills.

Table 3. Distribution of respondents' answers if lacking in reading comprehension skills

affect the academic performance of grade 11 students.

INDICATOR FREQUENCY PERCENTAGE

Yes 94 91.00

No 6 9.00

TOTAL 100 100.00

26
Figure 1. Distribution of respondents' answers if lacking in reading comprehension skills

affect the academic performance of grade 11 students.

Table 4 shows the distribution of respondents’ answers if the students have experienced

difficulties in understanding the content of reading materials. Most of the respondents

answered “YES” with the frequency of 66 or 66.00 percent, while others answered “NO”

with the frequency of 34 or 34.00 percent. Therefore, a lack of reading comprehension skills

because most Grade 11 students to experience difficulties in understanding the content of

reading materials.

Table 4. Distribution of respondent answers if the students have experienced difficulties in

understanding the content or reading materials.

INDICATOR FREQUENCY PERCENTAGE

Yes 66 66.00

No 34 34.00

TOTAL 100 100.00

27
Figure 2. Distribution of respondent answers if the students have experienced difficulties in

understanding the content or reading materials.

Table 5 shows the distribution of respondents’ answers if unfamiliar words hinder the

students from understanding the reading materials. Most of the respondents answered “YES”

with the frequency of 78 or 78.00 percent, while others answered “NO” which means they

don’t experience any difficulties in understanding the content of reading materials with the

frequency of 22 or 22.00 percent. This implies that a limited vocabulary prevents most Grade

11 students from understanding reading materials that contain unfamiliar words.

Table 5. Distribution of respondent answers if unfamiliar words hinder the students from

understanding the reading materials.

INDICATOR FREQUENCY PERCENTAGE

Yes 78 78.00

No 22 22.00

TOTAL 100 100.00

28
Figure 3. Distribution of respondent answers if unfamiliar words hinder the students from

understanding the reading materials.

Table 6 shows the distribution of respondents’ answers if the students are able to approach

teachers to assist with reading comprehension difficulties. Most of the respondents answered

“YES” with the frequency of 75 or 75.00 percent, while others answered “NO” which means

they don’t experience any difficulties in understanding the content of reading materials with

the frequency of 25 or 25.00 percent.

Table 6. Distribution of respondent answers if the students are able to approach teachers to

assist with reading comprehension difficulties.

INDICATOR FREQUENCY PERCENTAGE

Yes 75 75.00

No 25 25.00

TOTAL 100 100.00

29
Figure 4. Distribution of respondent answers if the students are able to approach teachers to

assist with reading comprehension difficulties.

Table 7 shows the distribution of respondents’ answers if the students believe that a lack of

reading comprehension skills has negatively influenced academic performance this school

year. Most of the respondents answered “YES” with the frequency of 75 or 75.00 percent,

while others answered “NO” which means they don’t experience any difficulties in

understanding the content of reading materials with the frequency of 25 or 25.00 percent.

This implies that most Grade 11 students fail to have a positive or consistent academic

performance due to a lack of reading comprehension skills.

Table 7. Distribution of respondent answers if the students believe that a lack of reading

comprehension skills has negatively influenced academic performance this school year.

INDICATOR FREQUENCY PERCENTAGE

Yes 75 75.00

30
 No 25 25.00

TOTAL 100 100.00

Figure 5. Distribution of respondent answers if the students believe that a lack of reading

comprehension skills has negatively influenced academic performance this school year

Table 8 shows the distribution of respondents’ answers if distractions or disruptions in the

learning environment are a reason why students find it challenging to understand specific

topics. Most of the respondents answered “YES” with the frequency of 84 or 84.00 percent,

while others answered “NO” which means they don’t experience any difficulties in

understanding the content of reading materials with the frequency of 16 or 16.00 percent.

Table 8. Distribution of respondent answers if distractions or disruptions in the learning

environment are a reason why students find it challenging to understand specific topics.

INDICATOR FREQUENCY PERCENTAGE

Yes 84 84.00

No 16 16.00

TOTAL 100 100.00

31
Figure 6. Distribution of respondent answers if distractions or disruptions in the learning

environment are a reason why students find it challenging to understand specific topics.

Table 9 shows the distribution of respondents’ answers if a fast-paced classroom environment

is a possible cause for students failing to grasp certain academic content. Most of the

respondents answered “YES” with the frequency of 82 or 82.00 percent, while others

answered “NO” which means they don’t experience any difficulties in understanding specific

topics due to distractions in the learning environment with the frequency of 18 or 18.00

percent.

Table 9. Distribution of respondent answers if a fast-paced classroom environment is a

possible cause for students failing to grasp certain academic content.

INDICATOR FREQUENCY PERCENTAGE

Yes 82 82.00

No 18 18.00

32
 TOTAL 100 100.00

Figure 7. Distribution of respondent answers if a fast-paced classroom environment is a

possible cause for students failing to grasp certain academic content.

Table 10 shows the distribution of respondents’ answers if the students believe that the

complexity of academic language is a significant factor contributing to students' difficulty in

understanding certain concepts. Most of the respondents answered “YES” with the frequency

of 91 or 91.00 percent, while others answered “NO” which means they don’t experience any

difficulties in failing to grasp certain academic content due to a fast-paced classroom

environment with the frequency of 9 or 9.00 percent.

Table 10. Distribution of respondent answers if the students believe that the complexity of

academic language is a significant factor contributing to students' difficulty in understanding

certain concepts.

INDICATOR FREQUENCY PERCENTAGE

33
 Yes 91 91.00

No 9 9.00

TOTAL 100 100.00

Figure 8. Distribution of respondent answers if the students believe that the complexity of

academic language is a significant factor contributing to students' difficulty in understanding

certain concepts.

Table 11 shows the distribution of respondents’ answers if a lack of motivation or interest

among students is a potential factor influencing their understanding of specific subject matter.

Most of the respondents answered “YES” with the frequency of 85 or 85.00 percent, while

others answered “NO” which dont experience any difficulties in understanding certain

concepts due to the complexity of academic language with the frequency of 15 or 15.00

percent.

Table 11. Distribution of respondent answers if a lack of motivation or interest among

students is a potential factor influencing their understanding of specific subject matter.

INDICATOR FREQUENCY PERCENTAGE

Yes 85 85.00
34
 No 15 15.00

TOTAL 100 100.00

Figure 9. Distribution of respondent answers if a lack of motivation or interest among

students is a potential factor influencing their understanding of specific subject matter.

Table 12 shows the distribution of respondents’ answers if a lack of prior foundational

knowledge or prerequisite skills is identified as a significant cause of students struggling with

certain material. Most of the respondents answered “YES” with the frequency of 76 or 76.00

percent, while others answered “NO” who don't experience any difficulties in understanding

specific subject matters due to a lack of motivation or interest with the frequency of 24 or

24.00 percent.

Table 12. Distribution of respondent answers if a lack of prior foundational knowledge or

prerequisite skills is identified as a significant cause of students struggling with certain

material.

INDICATOR FREQUENCY PERCENTAGE

35
 Yes 76 76.00

No 24 24.00

TOTAL 100 100.00

Figure 10. Distribution of respondents’ answers if a lack of prior foundational knowledge or

prerequisite skills is identified as a significant cause of students struggling with certain

material.

Table 13 shows the distribution of respondents’ answers if the students are currently using

any strategies to improve reading comprehension skills. Most of the respondents answered

“YES” with the frequency of 73 or 73.00 percent, while others answered “NO” who don't

experience any difficulties in struggling with certain material due to a lack of prior

foundational knowledge or prerequisite skills with the frequency of 27 or 27.00 percent.

Table 13. Distribution of respondents’ answers if the students are currently using any

strategies to improve reading comprehension skills.

INDICATOR FREQUENCY PERCENTAGE

Yes 73 73.00

No 27 27.00

36
 TOTAL 100 100.00

Figure 11. Distribution of respondent answers if the students are currently using any

strategies to improve reading comprehension skills.

Table 14 shows the distribution of respondents’ answers if the students noticed

improvements in academic performance when focusing on enhancing their reading

comprehension skills. Most of the respondents answered “YES” with the frequency of 89 or

89.00 percent, while others answered “NO” with the frequency of 11 or 11.00 percent. Which

means that most of the students are able to notice improvements when they focus on their

reading comprehension skills.

Table 14. Distribution of respondent answers if the students noticed improvements in

academic performance when focusing on enhancing reading comprehension skills.

INDICATOR FREQUENCY PERCENTAGE

Yes 89 89.00

37
 No 11 11.00

TOTAL 100 100.00

Figure 12. Distribution of respondent answers if the students noticed improvements in

academic performance when focusing on enhancing reading comprehension skills.

Table 15 shows the distribution of respondents’ answers if there is enough time for language

subjects in school to help the students focus on reading comprehension skills. Most of the

respondents answered “YES” with the frequency of 66 or 66.00 percent, while others

answered “NO” with the frequency of 34 or 34.00 percent. This implies that there is enough

time for language-related subjects in Saint Mary Magdalene School to help the students with

focusing on their reading comprehension skills.

Table 15. Distribution of respondent answers if there is enough time for language subjects in

school to help the students focus on reading comprehension skills.

INDICATOR FREQUENCY PERCENTAGE

Yes 66 66.00

No 34 34.00

38
 TOTAL 100 100.00

Figure 13. Distribution of respondent answers if there is enough time for language subjects

in school to help the students focus on reading comprehension skills.

Table 16 shows the distribution of respondents’ answers if the teachers at Saint Mary

Magdalene School implemented specific reading strategies or techniques to enhance students'

reading comprehension skills. Most of the respondents answered “YES” with the frequency

of 82 or 82.00 percent, while others answered “NO” with the frequency of 8 or 8.00 percent.

This shows that the educators of Saint Mary Magdalene School help the students in

enhancing their reading comprehension skills through the use of specific reading strategies or

techniques.

Table 16. Distribution of respondent answers if the teachers at Saint Mary Magdalene School

implemented specific reading strategies or techniques to enhance students' reading

comprehension skills.

INDICATOR FREQUENCY PERCENTAGE

Yes 82 82.00

39
 No 18 18.00

TOTAL 100 100.00

Figure 14. Distribution of respondent answers if the teachers at Saint Mary Magdalene

School implemented specific reading strategies or techniques to enhance students' reading

comprehension skills.

Table 17 shows the distribution of respondents’ answers if watching movies and other shows

that have subtitles help understand and improve reading comprehension skills. Most of the

respondents answered “YES” with the frequency of 95 or 95.00percent, while others

answered “NO” with the frequency of 5 or 5.00 percent. The results show that having

subtitles on during movies and other shows helps the students understand more along with

improving their reading comprehension skills.

Table 17. Distribution of respondent answers if watching movies and other shows that have

subtitles help understand and improve reading comprehension skills.

INDICATOR FREQUENCY PERCENTAGE

Yes 95 95.00

No 5 5.00

40
 TOTAL 100 100.00

Figure 15. Distribution of respondent answers if watching movies and other shows that have

subtitles help understand and improve reading comprehension skills.

SUMMARY

This chapter presents the data analysis methods of the researchers along with the results

of the study. Findings of this study shows that grade 11 students of Saint Mary Magdalene

School find difficulties with learning because of the lack of reading comprehension skills.

Their difficulties hinder their ability to fully understand and comprehend the reading

materials provided by Saint Mary Magdalene School during the academic year 2023-2024. It

also shows that the students' environment plays a factor in their ability to improve their skills

and understand the learning materials given by the school. Despite these, it shows that most

of the learners of Saint Mary Magdalene School are able to approach their teachers about

their difficulties with reading comprehension. Educators of the school are able to provide

41
help and guidance towards the students. The students are also applying their own strategies

and are focusing on improving their reading comprehension skills.

SUMMARY, CONCLUSIONS, & RECOMMENDATIONS

This chapter presents a summary of findings, discusses and interprets conclusions,

and provides recommendations and suggestions for further research. It covers all aspects

related to the effects of lacking in reading comprehension skills to academic performance of

the selected grade 11 students in Saint Mary Magdalene School. The chapter aims to

consolidate the data collected from respondent’s answers and articulate the overarching

assumptions of the study. The researchers affirm that the study's objectives address the

study's problem.

Summary of the Findings

42
 The purpose of this research is to identify the effects of lacking in reading

comprehension skills to the academic performance of the selected grade 11 students in Saint

Mary Magdalene School. The objectives of the study; 1.) identify the main causes why the

students are failing to understand certain concepts. 2.) evaluate the reasons for the student's

lack of comprehension skills. 3.) (change this). After identifying the goal, the researchers

move on to the next step.

The respondents are from the selected Grade 11 Students from Saint Mary Magdalene

School. 100 students are picked randomly and divided based on their quantity. In STEM 1 -

St. Anthony of Padua the total population is 28 and the number of respondents is 20. STEM 2

- St. San Lorenzo Ruiz the total population is 34 and the number of respondents is 25. STEM

3 - St. Pedro Calungsod the total population is 29 and the number of respondents is 25. ABM

1 - St. Francis Xavier the total population is 27 and the number of respondents is 20.

HUMSS 1 - St. Domingo Savio the total population is 18 and the number of respondents is

10. The survey is based on the objectives of the study and is divided into two parts, the first

one is about the demographic profile of the students such as name(optional), age, and gender;

the second one is to identify how broad the understanding of the students and if they have

someone or something that guides them to have a better understanding.

The respondents are also asked about their environment and if they have teachers to

assist them whenever they experience this problem.

Conclusion

The general objective of this study is to determine the effects of reading comprehension skills

to the academic performance of grade 11 students. The researchers had come up with their

conclusion of the findings based on the gathered data and information in chapter 4. Therefore,

43
the researchers conclude that reading comprehension does affect the academic performances

of students. Students fail to understand certain concepts because of their lack of ability to

comprehend the given texts and materials. Some reasons why they lack such skills are the

usage of unfamiliar words, disruptions and distractions in their learning environment, a fast-

paced classroom environment, the complexity of the academic language, a lack of motivation

or interest in the subject, and a lack of prior knowledge about the academic material.

Recommendations

The following are recommended based on the study's findings and conclusions:

For School Administrators. A regular reading assessment should be conducted wherein

students will read and analyze a passage of text then answer questions regarding the content

of that passage. Data from these assessments should be used to identify students who require

additional support and determine what course of action should be taken in order to improve

the students’ reading comprehension skills.

For Teachers. Vocabulary instruction should be applied to help students decipher unfamiliar

words. The use of context clues, roots, and affixes should be taught so that reading texts with

more complex meaning and constructing sentences will be easier.

For Students. Active reading should be practiced. Students should engage with the text by

asking questions, making predictions, and summarizing. Strategies such as annotating,

reading aloud, and creating visualizations of texts should be adopted as well to help

effectively understand the material.

For Parents. Access to varied materials should be provided. More options of reading

materials such as fiction, non-fiction, poetry, and other forms of literature should be offered

in order to introduce children to different genres and motivate them to read more.

44
For Future Researchers. Engage with the community. Collaborate with schools, educators,

and organizations to co-develop and implement projects that will help resolve problems in

enhancing reading comprehension skills.

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47
 APPEDICES
LIST OF APPENDICES

Appendix

Page

1 Recommendation Letter……………………………………………..………………..50

2 Survey Questionnaire……………………………………………….………….……...53

3 Curriculum Vitae………………………………………………….…………………..56

48
49
 Appendix 1
Recommendation Letter

February 19, 2024

To whom it may concern,

We, one of the researchers from Saint Catherine of Alexandria, humbly ask for your

permission regarding our research entitled “Effects of Lacking in Reading Comprehension

Skills to Academic Performance of the Selected Grade 11 Students in Saint Mary

Magdalene School; Year 2023-2024.”

This study specifically aims to identify the effects of lacking in reading comprehension

skills to academic performance of the selected grade 11 students of SMMS. May we please

use a few of your time, 5-10 minutes are enough. We appreciate your time and consideration

regarding this matter.

50
Respectfully Yours,

_______________________ _______________________ _______________________

Althea R. Alvarez Jaya Marie H. Cañete Cedrick C. De Vera

Researcher Researcher Researcher

_______________________ _______________________

Jasmine Geluz Margaret Jane Reyes

Researcher Researcher

Approved By:

_______________________

Ms. Aileen B. Danday

Practical Research Teacher

MR. Henestrel R. Tabinas

School Principal

Saint Mary Magdalene School

Tanggulan St., Poblacion Kawit, Cavite

Dear Mr/Sir,

Good day! We, the researchers Grade 12 students from the Humanities and Social Sciences of

Saint Mary Magdalene School, are currently conducting a research study entitled; “Effects of

Lacking in Reading Comprehension Skills to Academic Performance of the Selected

Grade 11 Students in Saint Mary Magdalene School; Year 2023-2024.” as part of the

requirements for our Inquiries Investigation and Immersion subject.

51
In this regard, We, the researchers request the approval of your good office to conduct data

gathering and collection on______________.

Thank you very much for you kind consideration and approval regarding this matter.

Respectfully yours,

_______________________ _______________________ _______________________

Althea R. Alvarez Jaya Marie H. Cañete Cedrick C. De Vera

Researcher Researcher Researcher

_______________________ _______________________

Jasmine Geluz Margaret Jane Reyes

Researcher Researcher

Approved By:

_______________________ _______________________

Ms. Aileen P. Danday Mr. Henestrel R. Tabinas

Practical Research Teacher Principal

52
 Appendix 2
Survey Questionnaire

I. Personal Data

Name(Optional):____________ Age:____ Gender:______ Grade & Section:_________________

DIRECTIONS: Carefully read each question CAREFULLY AND HONESTLY. Mark the box next to the response that

aligns best with your opinion or exPerience.

53
 QUESTION YES NO

1. Does lacking in reading comprehension skills affect the academic performance of grade 11 students?

2. Have you experienced difficulties in understanding the content or your reading materials during the academic year 2023-2024?

3. Do unfamiliar words hinder you from understanding the reading materials?

4. Are you able to approach your teachers to assist you with your reading comprehension difficulties?

5. Do you believe that a lack of reading comprehension skills has negatively influenced your academic performance this school year?

6. Could distractions or disruptions in the learning environment be a reason why students find it challenging to understand specific

topics?

7. Is a fast-paced classroom environment a possible cause for students failing to grasp certain academic content

8. Do you believe that the complexity of academic language is a significant factor contributing to students' difficulty in understanding

certain concepts?

9. Is a lack of motivation or interest among students a potential factor influencing their understanding of specific subject matter?

10. Is a lack of prior foundational knowledge or prerequisite skills identified as a significant cause of students struggling with certain

material?

11. Are you currently using any strategies to improve your reading comprehension skills, and do you find them effective?

12. Have you noticed improvements in your academic performance when focusing on enhancing your reading comprehension skills?

13. Is there enough time for language subjects in school to help you focus on your reading comprehension skills?

14. Have teachers at Saint Mary Magdalene School implemented specific reading strategies or techniques to enhance students' reading

comprehension skills?

15. Does watching movies and other shows that have subtitles help you understand and improve your reading comprehension skills?
 Appendix 3
Curriculum Vitae