The Effects of Poor Reading Comprehension on the Academic

Performance of Grade 11 Students at Electron Collage Technical

Education, Main Campus

Submitted by:

Capin, Eaji F.
Capuz, Jianne Marie V.
Elchico, Mikaella
Garcia, Kate Ashley
Hobayan, Ariestone Eury Ace Ojas,
Jane Abegail P.

Submitted to:
Ms. Mary Ann Regondola

2025
CHAPTER I
THE PROBLEM AND ITS BACKGROUND AND REVIEW OF RELATED
LITERATURE

INTRODUCTION
Reading comprehension is one of the foundational skills that has a direct impact on
student achievement in school. Reading comprehension involves recognizing how to
recognize and process the meaning of written text, and how that knowledge can be
applied to previous experiences. Reading comprehension is very important for learning
nearly all types of academic subjects because it enables students to decipher concepts
and read instructions correctly, as well as to think critically about them. Unfortunately,
many students experience difficulties with comprehension of texts that lead to lower
grades in their education.
In the senior high school level especially among Grade 11, reading comprehension
difficulties can result in difficulty in English, Math and Science. When students find it
hard to understand the reading materials they will have problems with: -complete their
assignments well, answer examination questions accurately and join in the classroom
discussions. This will lead to lower academic performance, lower self-esteem and
limited opportunities for academic growth.
The study aims to examine the incidence of reading comprehension on the academic
performance of Grade 11 students belonging to Electron College of Technical
Education, Main Campus. The aim of the research is to provide insights and potential
solutions on how to deal with students’ difficulties in reading comprehension as well as
to explore the factors contributing to poor comprehension of students such as limited
vocabulary, ineffective reading strategies, lack of reading habits and teaching practices
adopted by educational institutions.
More importantly, this research will inform on a number of interventions which can
improve reading comprehension of students and hence achievement at an academic
level. By doing so, we intend to emphasise the importance of strong reading skills and
their direct relation to academic success.

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

What is the Conducting In-Depth A Narrative

demographic profile of interviews with students understanding of
the respondents in and teachers to gather challlenges Faced by
terms of: personal experiences and Grade 11 Students in
insights Reading
1.1 age comprehension
Observation of students'
1.2 sex Reading Behavior in
STATEMENT OF THE PROBLEM
This study aims to explore how poor reading comprehension affects the academic
performance of Grade 11 students at Electron College Technical Education, Main
Campus. Specifically, it seeks to answer:

1. What is the demographic profile of the respondents in terms of:

1.1 age
1.2 sex
1.3 educational background
1.4 hobbies

2. What are the possible causes of poor reading comprehension among these
students?

3. What strategies can be implemented to improve reading comprehension skills among

Grade 11 students?

HYPOTHESIS OF THE STUDY

 Null Hypothesis: Poor reading comprehension has no effect on the academic
performance of Grade 11 students.

Alternative Hypothesis: Poor reading comprehension negatively affects the academic

performance of Grade 11 students.

Significance of the Study

The study has significant importance for many stakeholders, since it directly addresses
the relationship between poor reading comprehension and academic performance
among Grade 11 students at Electron College of Technical Education, Main Campus. It
is anticipated that the results would serve to improve the academic achievement as well
as learning experience of the students.

• Students
This study is important for students because it provides information about the difficulties
students have with reading comprehension and its impact on their academic
performance. The knowledge gained from this study can be used to develop
interventions and support strategies to help improve reading comprehension.
Advertising In addition, by increasing the knowledge of how to read and the process of
learning, student’s academic achievement can be improved and confidence in their
abilities increases, leading to better learning experiences.

•Teachers and educators

For teachers, this study will provide valuable information about the particular difficulties
that students at your school experience with reading comprehension. It may be useful to
develop a better understanding of what works for your students and what their specific
difficulties are, so that your students can learn the strategies they need to get through
their reading problems. The report also may serve as an opportunity to develop new
reading strategies that promote critical thinking and understanding of texts.

• School administrators
This study may be used by school administrators to inform policy development in
relation to the overall academic performance of schools. It may provide an instructional
resource for guiding curriculum development, teacher practice, and student support for
teaching and learning (school-wide resources), including reading comprehension-based
reading enhancement programs which address the learning needs of students of
different strands and subject areas of study.

• Policy makers
For policy makers this study provides an evidence-based basis for advocating for
educational reform. Knowing that reading comprehension is linked directly to academic
outcome informs the design of learning opportunities, teacher training, and resource
allocation for improving literacy programs. The study may also clarify the need for
systemic change to focus on increasing reading comprehension at the senior high
school level.

• Future research
The study will contribute to knowledge of reading comprehension and academic
achievement, and will lay the framework for future research into related aspects — for
instance the role of digital literacy in reading comprehension interventions or how
reading comprehension interventions change over time — as well as foster other
directions for further research into cross-sectional studies on the impact of reading
comprehension deficits in high school on later academic attainment.

SCOPE AND DELIMINATION

This study looks at Grade 11 students from Electron College of Technical Education
Main Campus, specifically exploring the relationship between poor reading
comprehension and academic performance, as well as examining what specific
difficulties the students identify in understanding readings as well as examining the
causes and effect of these difficulties in reading comprehension. The research will
involve 70 respondents across a range of academic strands (HUMSS, STEM, GAS,
ICT, ABM, HE, Arts and Design, Industrial Arts and SPORTS TRACK) for the purposes
of gathering data from surveys to investigate the impact of reading comprehension on
academic performance. The research will exclude students from other grades and
institutions as well as any external factors (including those not related to reading
comprehension) which may have an impact on academic performance. The
Interventions proposed will be specific to the problems identified in this study group with
any broad educational strategies and systemic changes left for future research. Since
the research findings may provide valuable information they may not be generalizable to
student populations other than Electron College of Technical Education, Main Campus.

Review of Related Literature

 Reading is one of the essential skills required for all human activities, including:
Comprehending general instructions from a manual or context Reading and
understanding purposeful communicationReading comprehension of the Filipinos was
the lowest, with 77% for those aged 14–15 who scored the lowest among the 79
countries assessed by the Program for International Student Assessment (PISA),
followed by mathematics (353%) and science (357%), while only the Dominican
Republic scored worse (Philstar 2019). PISA (Program for International Students
Assessment) is a global education and skills testing programme administered by the
Organization for Economic Co-operation and Development (OECD) to assess 15-
yearolds' knowledge and skills in three core subjects -- reading, mathematics and
science -- to provide a measurement of educational systems around the world and to
identify areas for improvement. Reading comprehension is a critical skill that serves as
the foundation for academic success and lifelong learning

Foreign Literature

Reading comprehension is a crucial skill that significantly impacts a student's

academic performance. According to Maribbay (2022), students' reading
comprehension levels can be assessed through various components, such as
identifying the main idea, determining word meaning through context, understanding
sequences, drawing conclusions, making inferences, distinguishing between fact and
opinion, and summarizing. These skills are essential for effective learning and
knowledge retention.

Furthermore, in educational settings where English is increasingly used as the medium

of instruction, such as Dutch higher education, reading strategies play a vital role in
academic success.
Yapp, de Graaff, and van den Bergh (2023) emphasize that vocational students, who
often lack prior experience with academic texts, face challenges in comprehending
complex materials. Their study highlights the importance of reading strategy instruction
in enhancing students' academic reading comprehension, particularly for those learning
English as a second language. By improving reading strategies, students can
strengthen their comprehension skills, ultimately leading to better academic
performance.

The academic performance of Grade 11 students is significantly influenced by their

reading comprehension skills. Poor reading comprehension hinders students' ability to
understand academic texts, ultimately affecting their learning outcomes. Vocabulary
knowledge plays a crucial role in developing reading comprehension, as students need
a strong foundation in word recognition and meaning to effectively engage with
educational materials (Hartono & Prima, 2021). Therefore, continuous practice and
exposure to reading strategies are essential for improving comprehension and,
consequently, academic success.
Older students with reading comprehension difficulties often struggle with understanding
complex texts, which negatively impacts their academic performance. Research by
Capin, Gillam, Fall, et al. (2022) emphasizes that early intervention in language and
reading skills is essential, as comprehension issues can persist and significantly hinder
achievement in higher grades. Students who experience difficulties in word reading and
comprehension are more likely to face challenges across multiple subjects, reinforcing
the importance of developing strong literacy skills early on.

Explicit reading strategy instruction has been shown to significantly enhance students'
comprehension abilities. According to Dugasa, Geleta, Olana, Tamiru, and Ali (2022),
integrating explicit reading strategies into classroom instruction helps students engage
with complex texts more effectively. Their findings highlight the need for teachers to
incorporate structured reading strategies into lessons, ensuring that students develop
the skills necessary to process and analyze academic materials. Without proper
instructional support, students with poor reading comprehension may struggle to keep
up with the demands of their coursework, leading to lower academic performance.

Local Literature

Reading comprehension plays a crucial role in students' academic success, particularly

in their performance in English and other subjects. Several studies conducted in the
Philippines highlight various factors influencing reading comprehension and propose
strategies to enhance students' literacy skills.
Bonganciso (2016) emphasized the importance of contextualized teaching and
learning (CTL) in reading comprehension instruction. His study found that designing
reading lessons based on students’ interests and real-life experiences creates a more
meaningful learning environment, which enhances comprehension and retention.
Contextualizing instruction allows learners to relate reading materials to their personal
experiences, improving their engagement and understanding.

Villegas (2022) explored the relationship between Senior High School (SHS)
students' reading comprehension levels and their English performance. Conducted in
two private institutions in Cagayan, the study employed a descriptive-correlational
design and found significant associations between English performance and factors
such as age, parents' monthly income, and access to printed resources at home. These
findings emphasize the impact of socio-economic factors on students' reading abilities
and overall academic achievement.

Maranga et al. (2023) examined students' reading comprehension levels and

investigated whether gender influences comprehension skills. The study found that
many students read only when required and not for leisure, which affects their overall
reading proficiency. The research suggests that addressing students' reading habits and
preferences can help improve their comprehension skills and academic performance.
 Similarly, Guia et al. (2024) investigated the relationship between reading
motivation and reading comprehension among senior high school learners in Malita,
Davao Occidental. The study, which involved 251 students, revealed that motivation
plays a key role in improving comprehension skills. Their research suggests that
fostering a love for reading and providing engaging materials can significantly enhance
students' ability to understand texts.

Lastly, Cantago et al. (2024) conducted a quasi-experimental study at Salawagan

National High School in Bukidnon, utilizing a pretest-posttest design to assess the
effects of digital storytelling on reading comprehension. Their findings suggest that
incorporating digital tools in reading instruction can enhance students’ engagement and
comprehension skills. This supports the idea that integrating technology in education
can be an effective strategy for improving literacy.

These studies collectively highlight the need for innovateive instructional

approaches, motivation-building strategies, and socio-economic support systems to
improve reading comprehension among Senior High School students in the Philippines.

Definition of Terms

Poor Reading Comprehension - The difficulty in perception (of written texts ) difficulty
because of difficulties with decoding words, short vocabulary, poor background
knowledge, or inability to discern meaningful information in noninferior information --
resulting in misinterpretation of knowledge and difficulty answering comprehension
questions. (Source: Englisia Journal)
Academic Performance - A measure of a student's Achievement in various academic
subjects (usually characterized by grades, test scores, and learning progress ) is a
reflection of how well a student has studied and developed good study skills,
comprehension skills, and the ability to apply knowledge (source: Scribd )

Reading Literacy - The ability to read, understand, and Critical reading means critically
reading written material in order to interpret and effectively communicate ideas in a
given context (comprehension, vocabulary skills, analytical reasoning and other aspects
of written process) (quote from Scribd)

Comprehension - The mental ability to grasp, interpret, and make sense of written or
spoken information. In reading it 's the ability to understand words and sentences and
how the text is being read. (source: Scribd )

Lack of Concentration - The difficulty in maintaining Attention deficit hyperactivity

Disorder or ADD/ADHD affects the ability of people to become mentally and physically
focused on one task. At a high level in society this can lead to trouble understanding,
retention or learning (source: Project Journal )

Metacognition-the cognitions and control of one's own cognitive processes. In terms of

reading, metacognition includes the awareness of when comprehension will fail, the
revision of comprehension strategies, and the consideration of how well reading
strategies have worked. Therefore, metacognitive skills are helpful students to work
independently and learn to be more effective learners. (Source: Scribd).

Poor reading comprehension - is an understanding of written texts complicated through

word decoding difficulties, limited vocabulary, lack of background knowledge, or not
being able to infer meaning beyond the explicit statements. This causes a
misconception of the information and a struggle with comprehension questions.
(Source: Englisja, Journal)

Reading Literacy-the ability to read, understand, analyze, and critically engage with
written texts to interpret and express ideas within a given context. It comprises
understanding, vocabulary knowledge, and analytical processing in delivering meaning
from the written information. (Source: Scribd)

Study Habits-the practices, routines, and strategies that students employ to manage
learning and academic work. Effective study habits include time management,
organization, active note-taking, and goal setting. Study habits that are strong and
consistent would therefore account for much difference in a student's performance and

understanding of the studied subjects. (Source: Scribd)

Vocabulary knowledge is understanding and knowing a lot of words, which includes

knowing their meanings, usages, and contexts. Having a good vocabulary is necessary
for reading comprehension and good communication. It allows individuals to interpret
more complicated texts with better accuracy and to express ideas more clearly. (Source:
Scribd)

CHAPTER II
RESEARCH METHODOLOGY

This chapter Describes briefly the general method of research adopted in the study, the
study respondents, the procedures used in the conducting of the study (the research
instruments), and the statistical treatment employed in the analysis and interpretation of
data.
RESEARCH DESIGN

Description A descriptive research design will be used to systematically investigate the

effect of poor reading comprehension on academic performance of Grade 11 students
of Electron College of Technical Education, Main Campus. This research design aims at
providing an overall picture of the learning ability of students and understanding of
reading material as well as the role of such learning ability in academic performance.
Quantitative analysis methods such as surveys will be used to explore student levels of
comprehension, examine difficulty of understanding reading materials, and elucidate the
correlation between reading comprehension and academic achievement.

RESEARCH LOCALE
FIGURE 2. MAP

This study will be conducted at Electron College of Technical Education, Main Campus,
located at Quirino Highway, Novaliches, Quezon City. The institution offers various
academic strands, including HUMSS, STEM, GAS, ICT, ABM, Home Economics,
Industrial Arts, Sports Track, and Arts and Design, catering to a diverse student
population.

The purpose of this research is to examine the effects of poor reading comprehension
on the academic performance of Grade 11 students. By analyzing their reading
difficulties and how these challenges influence their academic success, the study aims
to identify factors that contribute to poor comprehension and provide insights into
possible interventions. The findings will help educators and administrators develop
strategies to enhance students' reading skills, ultimately improving their overall
academic performance.
RESPONDENTS OF THE STUDY

This study aims to examine The Effects of Poor Reading Comprehension on the
Academic Performance of Grade 11 Students at Electron College of Technical
Education, Main Campus. The respondents for this study will include a total of 70 Grade
11 students, selected from different academic strands to ensure diverse representation.
A stratified random sampling technique will be used to fairly distribute participants
across the different strands, ensuring that the study includes students with varying
academic backgrounds and learning experiences.

The Grade 11 student population at Electron College of Technical Education, Main

Campus, consists of students from multiple strands. These include 201 students from
HUMSS (Humanities and Social Sciences), 94 from ABM (Accountancy, Business, and
Management), 94 from STEM (Science, Technology, Engineering, and Mathematics),
30 from GAS (General Academic Strand), 73 from ICT (Information and
Communications Technology), 11 from Industrial Arts (IA), 141 from Home Economics
(HE), 4 from Sports Track, and 14 from Arts and Design. This diverse population allows
for a comprehensive examination of how poor reading comprehension affects students
across different fields of study.

The study will focus exclusively on Grade 11 students to maintain consistency in

assessing the relationship between reading comprehension and academic performance.
Students from other grade levels and institutions will not be included in the research. By
analyzing the responses from this selected group, the study aims to identify common
reading comprehension challenges and how these challenges impact academic
success. The findings will help in formulating strategies to improve students' reading
skills, ultimately enhancing their overall academic performance.

INSTRUMENTATION

To gather comprehensive and relevant data, this study employed a descriptive research
method using survey questionnaires and in-depth interviews as primary data-gathering
instruments.

A survey questionnaire was designed to assess The Effects of Poor Reading

Comprehension on the Academic Performance of Grade 11 Students at Electron
College of Technical Education, Main Campus**. The questionnaire included multiple-
choice and open-ended questions to collect both qualitative and quantitative data on
students’ reading comprehension levels, academic performance, and the challenges
they face in understanding reading materials.
Additionally, in-depth interviews were conducted with selected students and teachers to
gather personal experiences and insights. These interviews provided a deeper
understanding of how poor reading comprehension affects students’ learning,
classroom participation, and overall academic success. Teachers’ perspectives helped
identify common comprehension difficulties and the instructional methods used to
address them.

By combining survey responses with qualitative insights from interviews, the study
aimed to develop a clearer picture of the impact of reading comprehension on academic
performance and explore potential strategies to support students in overcoming these
challenges.

SAMPLING AND SAMPLING TECHNIQUES

Sampling and sampling techniques This study use a random sampling technique to
select participants from the target population of Grade 11 students at Electron College
Main Campus. This method ensures each Grade 11 student has an equal chance of
being selected, minimizing potential bias and increasing the generalizability of findings.
The random selection will provide a representative sample of the student population,
allowing for more accurate conclusions about the prevalence and characteristics of poor
reading comprehension within the Grade 11 cohort at Electron College.

DATA GATHERING PROCEDURE

This section outlines the data collection procedures that will be used to gather data
required for the study. A request letter for conducting the study has been submitted for
approval. Upon approval, the researchers scheduled interviews with selected
respondents and undertook the interviews. The study aims to explore how poor reading
comprehension affects the academic performance of Grade 11 students at Electron
College Technical Education, Main Campus. The researchers shall explain the purpose
of the study to respondents, clarifying any ambiguous terms to guarantee respondents
understand their participation in the research. The researchers shall engage simple
random sampling to select respondents. The researchers will assure the anonymity of
all responses, ensuring that data provided for the study will be used solely for the
conduct of the study. Moreover, the researchers will carry out face-to-face interviews
with the selected respondents, enabling them to share detailed insights and
experiences. Data collected will be analyzed and appropriately interpreted, with the
assistance of a statistician or research adviser. Based on the analyzed data,
conclusions and recommendations will be made by the researchers that may contribute
to strategies to improve reading comprehension.

STATISCAL TOOLS

For the analysis of the collected data, this study will employ descriptive statistics, which
will provide a systematic summary of the respondents' demographics, reading
comprehension levels, and academic performance. Descriptive statistics involve the use
of measures such as frequencies, means, and standard deviations to characterize and
describe the data in a meaningful way. This approach will enable the researchers to
present an overview of the patterns and trends in the data, allowing for a clearer
understanding of the relationship between poor reading comprehension and academic
performance among Grade 11 students at Electron College of Technical Education,
Main Campus. By utilizing descriptive statistics, the study aims to quantify the extent of
reading comprehension issues and their direct impact on students' academic outcomes,
thereby facilitating informed conclusions and recommendations for improvement.

MEAN FORMULA

STANDARD DEVIATION FORMULA