Members: Practical Research 1
Janiene Mae C. San Andres HUMSS11-G
James Andrie E. Chavez
Ian Felix D. Hernandez Submitted to:
Princess A. Orfilla Ms.Anie Mae Refamonte
Reading Comprehension and Academic
Performance of Selected Grade 11 HUMSS
Students in AMA Computer Learning Center.
Reading comprehension is an essential skill that is crucial for academic success.
An intentional, active, interactive process that occurs before, during, and after
a person reads a particular piece of writing. It is defined as the level of
understanding of a text. This understanding comes from the interaction between
the words that are written and how they trigger knowledge outside the text.
Reading comprehension is one of the pillars of the act of reading. When a person
reads a text, he engages in a complex array of cognitive processes.
It is the ability to understand and interpret written text that is a fundamental
requirement for learning across all subjects. In recent years, there has been
a growing concern about the declining levels of reading comprehension
among students. Program for International student Assessment (PISA)
Report which stated that high school students in the Philippines got lower
scores in reading comprehension than most of those surveyed in other
nations. The ability to comprehend text is particularly important for
students in the Humanities and Social Sciences (HUMSS) track, as these
subjects require a high level of reading and critical thinking skills.
Without strong reading comprehension skills, students will struggle to
understand what they are reading. This can lead to frustration and a lack
of confidence in their ability to read.
1
A review of theoretical and empirical research in comprehension found
that there are malleable factors that have been shown to be important to
comprehension. There are a number of factors that contribute to reading
comprehension. One is prior knowledge; students who have prior knowledge
about a topic are more likely to be able to understand what they read about
it. Another important factor is motivation; students who are motivated to learn
will be more likely to pay attention and comprehend what they read.
Vocabulary constitutes one of the most important aspects of reading
since it improves comprehension. A large vocabulary is critical not only
for reading but also for academic performance and related background
knowledge.
Good reading habits can be developed through systematic, repetitive reading
at home and in school. Reading habits can only be developed through learning.
Making it a systematic act of personal will and desire yields a positive outcome.
It will explore the extent to which reading comprehension skills contribute to
academic achievement in HUMSS subjects such as English, Social Studies, and
Philosophy.
The findings of this study may have important implications for
educators, curriculum developers, and policymakers. By identifying
the factors that influence reading comprehension and academic
achievement among grade 11 HUMSS students, the study may help
inform the development of strategies and interventions aimed at
improving student performance in these key subjects. Ultimately, the
study aims to contribute to the ongoing efforts to enhance the quality of
education and promote academic excellence among learners in the
HUMSS track.
2
•OBJECTIVES OF THE STUDY
This study aimed to find out the reading comprehension level and academic
performance of Grade 11 Humanities and Social Sciences (HUMSS)of Ama
Computer Learning Center (ACLC)
Specifically, this aimed to:
1. Determine the profile of the respondents in terms of:
1.1 age
1.2 sex
2. Determine the students’ level of reading comprehension base on the
following levels:
2.1 Beginner level
2.2 Intermediate level
2.3 Advanced level
3. Find out if there is a significant relationship between profile and
reading comprehension level of the respondents.
4. Find out if there is a significant relationship between profile of the
respondents and their performance.
5. Find out if there is a significant relationship between the reading
comprehension level and academic performance of the respondents.
6. Finds out how different teaching method can improve reading
comprehension.
•SIGNIFICANCE OF THE STUDY
The researchers anticipate that this study will yield information that will be
useful to the aforementioned categories of people as well as themselves.
Students.
The study's findings would give the students important knowledge to
build on as they worked to improve their own reading comprehension
and learning abilities. The study's conclusions will give the students a
better grasp of the value of comprehension when interacting with
the lessons and activities assigned to them, allowing them to raise the
bar for their reading comprehension. Such comprehension might
encourage improved academic performance.
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Teachers.
The results of this study will be helpful to educators as they
consider the significance of teaching comprehension skills to their
students and as they work to increase their students' intellectual
development.
Future Researchers.
The results of this study will serve as a guide for next researchers. Children
may gain various concepts and information regarding their degree of
academic performance and reading comprehension.
•DEFINITION OF TERMS
The terms listed below are philosophically and practically defined below:
Reading comprehension.
Is the act of understanding what you are reading.
Academic performance.
Extends to achievement outside the classroom. The product
of learning by students prompted by teaching activities by teachers.
Vocabulary. Refers to the words in a language that are understood or
used by a person or a group. It can be a set of familiar words, a list
of words with explanations, or a body of specialized terms in a field of
study or activity. Vocabulary is a tool for communication and acquiring
knowledge.
Beginner level.
It is the student's first level based on their reading comprehension
ability. In this level, the students must have the ability to: understand
the meaning of the vocabulary based on the text; be familiar with the main
idea based on the text; and understand the generic structure and coherence
of the text in order to be able to answer the questions explicitly based on
the text.
4
Intermediate level.
It is the student's second level based on their reading comprehension
ability. In this level, the students must have the four (4) abilities from the
beginner level. The students must also be able to: answer the questions,
even if the answer is expressed with different words; and conclude the
content of the text.
Advance level.
It is the student's third level based on their reading. comprehension
ability. In this level, the students must have the three (3) abilities from
the intermediate level, the students must also have the ability to familiarize
themselves with and understand the words and idioms to comprehend the
literature and be able to be familiar with and comprehend the purpose
and passage of the author.
