Investigating the Impact of Reading Comprehension on

Academic Performance of the Humanities and Social

Sciences 11 in Talakag National

High School

Marc Lawrence L. Fallega

Christine Kyle D. Paayas

Justin S. Mangubat

Jorlan Victor

Ian Rey Dadao

Vergie Rebatado

Kenneth Deloso

November 2024

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 Table of Contents

Chapter 1: The Problem and its Background

Introduction 3

Background of the Study 4

Theoretical Framework 5

Conceptual Framework 7

Statement of the Problem 8

Scope and Delimitation 9

Significance of the Study 9

Definition of Terms 10

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 Chapter 1

The Problem And its Background

A. Introduction

Reading comprehension is a cornerstone of academic success, especially for

students in the Humanities and Social Sciences (HUMSS) strand, where the ability

to analyze, interpret, and reflect on complex texts is crucial. At Talakag National High

School, enhancing students’ comprehension skills is essential to preparing them for the

academic demands of the HUMSS curriculum and for future careers that require critical

thinking and communication skills.

As Albert Einstein once remarked, "The value of an education is not the

learning of many facts, but the training of the mind to think." In the context of

reading comprehension, this statement underscores the importance of not just

absorbing information but developing the ability to think critically about what is

read. Similarly, Francis Bacon’s famous quote, "Reading maketh a full man,

conference a ready man, and writing an exact man," highlights the holistic

development that strong reading comprehension fosters, aiding students in

expressing themselves effectively and making informed decisions in their studies and

beyond.

Research on Grade 11 HUMSS students at schools like Bestlink College

and Buting Senior High School confirms that those with poor reading

comprehension often struggle across subjects, impacting their overall academic

performance. As Mahatma Gandhi aptly said, "Live as if you were to die tomorrow.

Learn as if you were to live forever," reminding us that continuous learning,

growth.

At Talakag National High School, addressing challenges such as limited

resources and digital distractions can significantly improve reading comprehension,

paving the way for better academic outcomes. This study aims to determine the

impact of reading comprehension on Grade 11 HUMSS students' academic performance

and to propose strategies for enhancing these skills in a rural educational setting.

B. Background of the Study

Reading comprehension is a critical academic skill that directly affects student

performance across various disciplines, especially in strands like Humanities and

Social Sciences (HUMSS), where understanding and interpreting texts is central.

Studies show that a strong ability to comprehend written material enhances academic

performance, as students can better grasp concepts and apply them in assessments.

Conversely, students with weak breading comprehension tend to struggle academically,

leading to lower performance in subjects that require critical analysis and interpretation

of texts (Compe,2018).

Research conducted on high school students reveals that those with lower

reading comprehension skills often fall into the "frustration" level of reading, which

hinders their overall academic development. This is particularly significant in the

HUMSS strand, where students are expected to engage deeply with literature,

philosophy, history, and other text-heavy subjects (Compe,2018).

Additionally, comprehension difficulties can stem from factors such as limited

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reading resources, lack of reading habits, or language barriers, further impacting

academic achievement.

Localized studies, such as the research conducted in the 3rd Congressional

District of Cotabato, have underscored the connection between reading comprehension and

academic proficiency in Humanities and Social Science students, reinforcing the need

for interventions that address reading challenges ( Compe, 2018).

This study aims to explore the specific relationship between reading

comprehension and academic performance among Grade 11 HUMSS students at

Talakag National High School. By identifying the underlying factors that affect

comprehension, this research seeks to propose strategies that educators can use to

improve both reading skills and academic outcomes in this context.

C. Theoretical Framework

This study examines how reading comprehension impacts academic performance

among Grade 11 HUMSS students. We came across this theory called: Woolley’s Theory

of Reading Comprehension.

Woolley’s Theory highlights that reading comprehension is a complex cognitive

process involving the integration of prior knowledge and textual information.

According to Woolley (2011), students who lack efficient comprehension skills often

experience learning difficulties because they cannot extract meaning from text, leading

to poor academic outcomes.

This theory is supported by empirical research that demonstrates the significant

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 relationship between strong reading comprehension skills and higher academic

achievement. Woolley’s work also offers practical applications in teaching by

emphasizing the need for instructional strategies that build both decoding skills and

background knowledge, enhancing students' overall comprehension abilities.

In practice, this theory can guide educators at Talakag National High School

to design interventions that improve students' reading comprehension by activating

prior knowledge, using scaffolding techniques, and providing diverse reading materials

that align with students' academic needs. By addressing comprehension difficulties,

these strategies can lead to improved academic performance in the HUMSS strand.

D. Conceptual Framework

Independent Variable Dependent Variable

Reading Comprehension – Based on Academic Performance – This refers

Figure 1:

This framework states that the reading comprehension (IV) of a student can impact

their academic performance ( DV ), as stated in the Wooley’s Theory.

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E. Statement of the Problem

The primary objective of this study is to investigate the impact of reading

comprehension on the academic performance of Grade 11 Humanities and Social

Sciences (HUMSS) students at Talakag National High School.

The study answers the following questions:

1. What is the level of reading comprehension among Grade 11 HUMSS students?

2. What is the level of their academic performance?

3. Is there a significant relationship between reading comprehension and academic

performance?

F. Hypothesis

The following null hypothesis was tested in this study:

H0:

There is no significant relationship between the reading comprehension and

academic performance of the grade 11 HUMSS students.

HA:

There is significant relationship between the reading comprehension and

academic performance of the grade 11 HUMSS students.

G. Scope and Delimitation

The primary goal of the study is to understand the importance of reading

comprehension in the academic success of Humanities and Social Sciences students.

The study focuses on the Grade 11 Humanities and Social Sciences (HUMSS)

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students at Talakag National High School during the academic year 2024-2025. The

research will be conducted at Talakag National High School and will take place

during the first or Second semester of the 2024-2025 school year, allowing for an in-

depth assessment of how reading comprehension influences academic performance

within a specific time frame. Additionally, The academic grades will be analysed to

identify any correlation or connation between their comprehension skills and their

academic success. To do this, we will provide questionnaires for the students to be

answered. By doing this, we can identify what influences their comprehension skills,

and because of this, we can identify their academic performance.

H. Significance of the Study

This study on the impact of reading comprehension on academic performance

holds significance for various stakeholders:

1. Students: The findings can help students understand the importance of reading

comprehension skills in improving their academic performance. Enhanced

comprehension may empower students to excel in their studies, especially in

complex subjects.

2. Teachers and Educators: The study provides insights into the reading

comprehension challenges students face and suggests effective instructional

strategies. By understanding these factors, teachers can develop targeted

interventions to improve students’ comprehension skills.

3. School Administrators: The results may assist school administrators in assessing

current reading programs and allocating resources towards improving reading

comprehension. Enhanced academic performance through improved reading

skills can elevate the overall academic standards of the school.

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 4. Future Researchers: This study contributes to the growing body of literature on

academic performance and comprehension, serving as a reference for future

studies. It highlights areas for further exploration, especially within the

Humanities and Social Sciences.

I. Definition of terms

Academic Performance - The measurable outcomes (such as grades or assessment

scores) of Humanities and Social Sciences (HUMSS) students at Talakag National

High School, which reflect their overall achievement in their studies. In this study,

academic performance is viewed as an indicator of how well students understand and

apply their learning.

Comprehension - The ability of students to read and understand the meaning of a

text. This involves extracting, interpreting, and analyzing information from written

material, a critical skill in the HUMSS strand where students engage with complex

texts.

Reading Comprehension - According to Woolley’s Theory, this refers to the

cognitive process where students integrate prior knowledge with new textual

information to understand meaning. In this context, it is the primary focus of the

study, exploring how reading comprehension impacts academic performance.