THE READING COMPREHENSION ABILITIES OF SELECTED

GRADE SIX PUPILS IN ENGLISH AND FILIPINO

___________________________________

An Undergraduate Thesis Presented to

The Faculty of the College of Teacher Education
Western Mindanao State University
Zamboanga City

___________________________________

In Partial Fulfillment
of the Requirements for the Degree of
Bachelor in Elementary Education
(General Education)

___________________________________

By:

Alpatanih S. Anggot

Christopher Contreras

Nilvin V. Espino

Nurann A. Legardo

Laarnie Grace Pardillo

1
 Western Mindanao State University
College of Teacher Education
Zamboanga City

APPROVAL SHEET

This thesis entitled “The Reading

Comprehension Abilities of Selected Grade Six Pupils in English
and Filipino”, has been prepared, and submitted by Alpatanih S.
Anggot, Christopher Contreras, Nilvin V. Espino, Nurann A. Legardo
and Laarnie Grace Pardillo is hereby accepted.

CHONA Q. SARMIENTO Ed.D

Mentor

Approved by the Oral Examination Committee, dated on March 2014

with rating PASSED.

CHONA Q. SARMIENTO Ed. D

Chairman

JULIETA B. TENDERO Ed. D SARITA FRANCISCO Ed. D

Member Member

Accepted in partial fulfillment of the requirements for the course of

PED 113 (INTRODUCTION TO RESEARCH) for the degree of Bachelor of
Elementary Education major in General Education.

NOLAN S. IGLESIA Ed. D

Dean, College of Teacher Education

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 ACKNOWLEDGEMENT

The researchers wish to express their sincere gratitude and

appreciation to the following individuals who assisted and cooperated

in the preparation of this study.

DR. CHONA Q. SARMIENTO being the adviser of this research who

shares her knowledge and sorts of advice and suggestion for the

improvement of this study.

DR. EDENA C. FERNANDEZ who also helped us in giving advises and

sharing her knowledge in research and allowed us to browse some

master’s theses at the scholarship office.

DR. AVELINA A. PELAYO for allowing us to make researches in her

office.

The Principal and the Grade VI advisers of Integrated Laboratory

School who allow us to gather data in their school.

Special Acknowledgement is extended to the researchers’ beloved

parents.

Above all, our Creator, the Almighty God, Allah, the researchers’

source of wisdom, strength, perseverance, courage, and safety

towards the success of this study.

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 Dedicated To

Mr. Jaafar Unggang and Mrs. Nuria S. Anggot

Mrs. Encarnacion S. Contreras

Mrs. Victoria I. Espino

Mr. Alsad and Hja. Rugaiya Legardo

Kah Tatung, Kah Jane, Kah Jamboy

and Maki Legardo

Mr. Jaime Reyes and Mrs. Mimie Pardillo

TABLE OF CONTENTS

4
 Pages

Title Page...................................................................... i
Approval Sheet………………………………………………………. ii
Acknowledgment ……………………………………………………. iii
Dedication…………………………………………………………….. iv
Abstract……………………………………………………………..... v
Table of Contents ........................................................... vi
List of Tables.................................................................. vii
List of Figure.................................................................. viii

CHAPTER I: INTRODUCTION

1.1 Rationale of the Study …………………………….. 1

1.2 Objectives of the Study ……………………………. 3
1.3 Statement of the Problem…………………………. 3
1.4 Significance of the Study………………………….. 5
1.5 Scope and Limitations of the Study…………….. 6

CHAPTER II: REVIEW OF RELATED LITERATURE AND

THEORETICAL FRAMEWORK

2.1 Review of Related Literature …………………… 7

2.2 Theoretical Framework …………………………… 18

2.3 Conceptual Framework …………………………… 26
2.4 Conceptual Paradigm ……………………………… 28
2.5 Definition of Terms ………………………………… 29

CHAPTER III: METHODOLOGY

3.1 Research Design …………………………………… 30

3.2 Locale of the Study ………………………………… 30

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 3.3 Respondents of the Study ……………………….. 31
3.4 Data Collection Procedure ………………………… 34
3.5 Research Instruments …………………………….. 34
3.6 Hypothesis ……………………………. …………… 36
3.7 Data Analysis ………………………………………… 37

CHAPTER IV: PRESENTATION, ANALYSIS,

INTERPRETATION OF DATA………………….. 38

CHAPTER V: SUMMARY, CONCLUSION, RECOMMENDATION

5.1 Summary ……………………………………………. 53

5.2 Conclusion ………………………………………….. 57
5.3 Recommendation …………………………………. 59

BIBLIOGRAPHY …………………………………………………. 60

APPENDICES

6
 LIST OF TABLES

Table Page

1.1 Distribution of Samples according to Section………… 31

1.2 Distribution of Samples According to Gender………… 32

1.3 Distribution of Samples in Section 1 According

to Gender…………………………………………………………… 32

1.4 Distribution of Samples in Section 2 According

to Gender…………………………………………………………… 33

1.5 Distributions of the Comprehension Test Items

in English by Level……………………………………………… 35

1.6 Distributions of the Comprehension Test Items

in Filipino by Level……………………………………………… 35

1.7 Scales and Interpretation on the Mean………………… 36

2.1 Results of Reading Comprehension Test of Grade

VI Pupils in English……………………………………………. 39

2.2 Results of Reading Comprehension Test of Grade

VI Pupils in Filipino……………………………………………. 41

2.3 Mean Percentage Scores of the Reading Comprehension

of Grade VI Pupils in English………………………………. 43

2.4 Mean Percentage Scores of the Reading Comprehension

of Grade VI Pupils in Filipino………………………………. 44

2.5 T-Test Results in the Reading Comprehension of the

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 Pupils in English and Filipino…………………………. 45

2.6 T-Test Results In the English Reading Comprehension

of the Pupils by Gender………………………………… 46

2.7 T-Test Results in the Filipino Reading Comprehension

of the Pupils by Gender…………………………………. 48

2.8 T-Test Results in the English Reading Comprehension

of the Pupils by Section…………………………………. 50

2.9 T-Test Results in the Filipino Reading Comprehension

of the Pupils by Section…………………………………. 51

LIST OF FIGURES

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Figure Page

1. Conceptual Paradigm………………………………………… 28

LIST OF APPENDICES

Page

9
 A- Reading Comprehension Test in English

B- Reading Comprehension Test in Filipino

C- Answer Key for Reading Comprehension Test

in English

D- Answer Key for Reading Comprehension Test

in Filipino

E- Letter Of Approval

ABSTRACT

This study attempts to determine the reading comprehension

abilities in English and Filipino of selected Grade VI Integrated

10
Laboratory School pupils. It looked into the significant difference

between the pupils’ reading comprehension in English and in Filipino;

and the significant difference in the pupils’ reading comprehension in

English and Filipino when categorized according to gender and section.

It was hypothesized that there is no significant difference

between the pupils’ reading comprehension in English and Filipino. But

there is a significant difference in reading comprehension of the

respondents in English and Filipino when data are grouped according

to gender and section.

The study revealed that (1) in both English and Filipino reading

comprehension the pupils have performed ‘good’ in literal level, and

‘average’ in inferential and evaluative levels. (2) The general

performance of the respondents in both English and Filipino reading

comprehension is ‘Good’. (3) There is no significant difference in the

mean scores of the pupils’ reading comprehension in English and

Filipino in literal, inferential and evaluative level. (4) Gender does not

significantly influence the English reading comprehension ability of the

pupils in literal and evaluative level. However, though not significant,

the result in the inferential level has shown to be meaningful. (5)

Gender does not significantly influence the Filipino reading

comprehension ability of the pupils in literal and evaluative level but, it

significantly does in inferential level. (6) There is no significant

11
difference in the mean scores of the pupils’ reading comprehension in

English in all levels when they are grouped by section. (7) There is a

significant difference in the mean scores of the pupils’ reading

comprehension in Filipino in literal level when they are grouped by

section. But there is no significant difference in inferential and

evaluative level. It is recommended that English and Filipino teachers

should continue providing a more meaningful way for students to

comprehend a certain selection, passage, and short stories or any

form of written genre. The teachers should continue utilizing strategies

that promote meaningful learning and pupil-centered instruction so

that pupils will be actively engaged on the activities and discussion.

There should be a continuous assessment of reading comprehension

abilities of the pupils to monitor the progress of their performances.

Lastly, it is further recommended that there should be seminar-

workshop for those personnel involved in teaching process to further

enhance their teaching skills in reading comprehension and to acquire

new strategies to be used in developing one’s ability.

CHAPTER 1

INTRODUCTION

1.1 Rationale of Study

In our country, there are two official languages used as medium

of instruction in the classroom. These are the Filipino and English,

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which are mandated in our 1987 Philippine Constitution which is

embodied in Article XIV, section 6 and 7. The said law was further

strengthened with the promulgation of the 1987 Bilingual Education

Policy which has the goals of enhancing learning through two

languages to achieve quality education as called for by the 1987

Constitution.

Now, from the use of this Bilingual System there has been traced

stagnation in our educational system because of the lack of our basic

education, this is according to Malbago, 1996. And still according to

him, that “While bilingual system had very admirable objectives, it also

had a great cost insofar as global competitiveness is concerned.

Bilingualism had a negative impact on the students’ acquisition of skills

in comprehension especially in English because understanding the

context of the meaning of texts is constrained by the integration or

intervention of the bilingual system”. And Ascabano, 1997 believed

that “Because of our language problem, pupils have difficulty in

grasping the concepts being introduced by the teachers in school”.

Thus, Bilingual Education also has its impacts on reading

comprehension. Especially, to the elementary pupils in areas like here

in Zamboanga City since most of the pupils here belong to the

different ethnic groups found in this area which native dialects are not

neither Tagalog nor English. Many learners in whatever educational

13
level or school are having some difficulties in comprehension. Our

pupils’ performance in reading comprehension has been somewhat

alarming for the past few years. As it was reported by FLEMMS (2008)

it was said that the number of Filipinos, aged 10-64 years old, who do

not understand what they read, has grown to 20.1 million. In the

report of the Philippine Star (2011), it is said that mastery is only at

14.4% among grade 6 students.

Since comprehension becomes especially important to students

in the later elementary grades (Sweet & Snow, 2003) because it

provides the foundation for further learning in secondary school, this

study intends to determine the reading comprehension of the Grade VI

pupils, so that remedial measures can be given in the process. It also

tries to determine whether factors such as gender and section affect

their performance in reading comprehension.

1.2 Objectives of the Study

This study tries to determine the Reading Comprehension

Abilities of the Grade VI pupils in English as well as in Filipino.

This study has the following objectives:

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 a. To find out the pupils’ level of reading comprehension abilities in

both English and Filipino in

1. literal level;

2. inferential level; and

3. evaluative level.

b. To compare the mean scores of pupils’ reading comprehension in

Filipino and English in

1. literal level;

2. inferential level; and

3. evaluative level.

c. To determine if there is significant differences in pupils’ mean

scores in reading comprehension when categorized according to

their gender and section.

1.3 Statement of the Problem

This study aims to investigate the Reading Comprehension in

English and Filipino of Grade VI Pupils. Specifically, this study seeks to

answer the following questions:

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1. What is the reading comprehension ability of Grade VI Pupils in

both the English and Filipino selection?

2. What is the reading comprehension ability of Grade VI Integrated

Laboratory School pupils in

2.1 Literal level?

2.2 Inferential level?

2.3 Evaluative level?

3. Is there a significant difference in the mean scores of the pupils in

English and Filipino reading comprehension in

3.1 Literal level?

3.2 Inferential level?

3.3 Evaluative level?

4. Is there a significant difference in the mean scores of the pupils’

Reading Comprehension in English and Filipino when categorized

according to their gender and section in

4.1 Literal level?

4.2 Inferential level?

4.3 Evaluative level?

1.4 Significance of the Study

This study on the English and Filipino Reading Comprehension

abilities of the Grade VI Pupils would be beneficial to the following:

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To the School Administrators: The results of this study will

provide some insights, feedbacks and baseline data to the school

administrators on the importance of reading comprehension of pupils

for policy and decision-making purposes relative to improving and

enhancing pupils’ reading comprehension.

To the Teachers: The results of this study will provide more

insights to the teachers about the pupils’ levels of Reading

Comprehension in English and Filipino. The results of this study will

also serve as a good source of feedback and will serve as the bases for

diagnosing the strengths and weaknesses of Grade VI pupils in English

and Filipino Reading Comprehension.

To the Pupils: This study will help the Grade VI pupils in diagnosing

the way they think of their own ability as well as their levels and

performance in reading comprehension. The results of this study will

serve as motivation for the pupils to further enhance their reading

comprehension ability both in English and Filipino by way of practicing

themselves using different reading materials on their own in order for

them to improve their academic performance in all other subjects.

To the Parents: As the ones that work hand in hand with

the teachers on the pupils’ reading program, parents are expected to

make follow-up on their children’s reading activities. Therefore, this

study could also help parents by giving them feedback about what’s

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needed to be enhanced by their children in terms of reading

comprehension so that school will be able to meet its objectives in

reading program.

1.5 Scope and Limitations of the Study

This study focused only in the English and Filipino reading

comprehension of selected Grade VI pupils. Only fifty percent of the

population of the Grade VI pupils was made subjects of the study. The

instruments used were standardized reading comprehension test both

in English and Filipino taken from the National Achievement Test

Booklet series of 2011. The results of the reading comprehension tests

were used as sources of data. The reading comprehension of Grade VI

pupils in English was limited to that in Filipino. This study was also

delimited to the hypothesized significant difference in the respondents’

reading comprehension when categorized according the pupil’s gender

and section.

CHAPTER II

REVIEW OF RELATED LITERATURE AND CONCEPTUAL

FRAMEWORK

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 This chapter presents the literature and studies related to

reading comprehension and bilingual instruction. The information

herein discussed may serve as bases for the conceptual framework of

the study. The variables and terms are also defined in this chapter.

2.1 Related Literature and Studies

A. On Bilingual Education

Since this study involves the two languages which are being

used as medium of instruction in our educational system, name;

English and Filipino, the researchers want to as well discuss about

bilingual instruction or bilingual education.

What is bilingual education? According to Sandoval (2009),

bilingual education is a form of education in which information is

presented to the students in two (or more) languages. Technically, any

educational system that utilizes more than one language is bilingual.

This means that many, if not most, school programs are bilingual, in at

least a literal sense of the word.

“Bilingual education” is the use of two languages as media of

instruction for a child or a group of children in part or the entire school

curriculum (Cohen 1975, p. 18).

Alic (2006) defined both bilingualism and bilingual education

saying that “Bilingualism is the ability to communicate in two different

19
languages, while bilingual education is the use of two different

languages in classroom instruction.”

The Department of Education defines bilingual education as "the

use of two languages, one of which is English, as mediums of

instruction for the same pupil population in a well-organized program

which encompasses part or the entire curriculum and includes the

study of history and culture associated with the mother tongue. A

complete program develops and maintains the children's self-esteem

and a legitimate pride in both cultures” (Guthrie, 4).

While Gonzalez (2008) gives the simplest definition of bilingual

education by considering it as the use of two languages in the teaching

of curriculum content.

Bilingual education has been practiced in many forms, in many

countries, for thousands of years. Defined broadly, it can mean any

use of two languages in school – by teachers or students or both – for

a variety of social and pedagogical purposes (Krashen, 1997).

Bilingual instruction for pupils who lack the necessary skills for

immediate success in curriculum is a way of providing quality and

equal opportunity in education. Through this program, children can

develop linguistic and academic skills appropriate to their level of

cognitive development. In a school where cultural background of all

children is accepted, positive self-esteem grows and attendance at

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school increases (Hakuta, 1986, p. 225). This positive view in bilingual

instruction is also supported by Lessow-Hurley 2000 which holds that

“Bilingualism is more than the exception”. Governments around the

world are now developing bilingual/multilingual educational policies,

not only as a response to their nations’ innate linguistic heterogeneity,

but also as a means of coping with a world whose borders are

increasingly disappearing (Villanueva and Almario, 2009). Further

support was given by Bialystok (2002) which has shown that children’s

bilingualism positively affects their increasing ability to solve problems

involving high levels of control of linguistic processing.

In contrast, Malbago, 1995 says that “While bilingual system

had very admirable objectives, it also had a great cost insofar as

global competitiveness is concerned. Bilingualism had a negative

impact on the students’ acquisition of skills in comprehension

especially in English because understanding the context of the

meaning of texts is constrained by the integration or intervention of

the bilingual system”. Ascabano, 1997 also believed that “Because of

our language problem, pupils have difficulty in grasping the concepts

being introduced by the teachers in school”.

In our country’s situation concerning bilingual education,

Villanueva and Almario, 2009 say that “the Philippines is in a linguistic

situation where English and Filipino are used predominantly for

21
different functions: English is used for formal and business

communication needs, as well as for most academic discourse. Thus, it

becomes imperative to learn this language, mostly at the expense of

the other”.

A major feature of the Philippine language situation is its

diversity. The Filipino bilingual lives in a multilingual & multicultural

environment. The Filipino bilingual of today possesses a strong

national identity but needs to seek to render it more functional for the

purposes of national well-being in the modern world. Filipino rather

than English can better serve as a medium to express the Filipino’s

cultural traditions, values, beliefs, and national aspirations. However,

there are certain sociolinguistic realities that challenge the Filipino

bilingual. One is that it is through bilingual education, that we can

hope to equip the Filipino bilingual such that he/she will be better

prepared to examine the nature of change in this modern world,

including its speech and dimensions, and also to enable him/her to

understand better the distinctions that must be made between change

in the past and that which is on-going. His/her competence in English

will equip him/her to handle modern technological developments and

to keep up with the rapidity of technological change. The role of

English may be diminishing on the national level, but certainly for

22
globalization and information technology, it is the language of wider

communication in the international level (Pascasio).

B. On Reading Comprehension

"Every man who knows how to read has it in his power to

magnify himself, to multiply the ways in which he exists, to make his

life full, significant and interesting" (Aldous Huxley).

Reading is said to be one of the most important and complex

cognitive skill and such importance has resulted into extensive studies

over years (Baddeley, Logie, & Nimmo-Smith, 1985).

Cayubit (2012) in his study about the “Vocabulary and Reading

Comprehension as a Measure of Reading Skills of Filipino Children”,

suggests that “a Filipino child needs to develop higher order skills and

functional literacy. It is given that any Filipino child with sufficient

reading skills would have greater chances of success in school

compared to a child whose reading skills are poor and more often than

not, those with poor reading skills when assessed properly are

diagnosed with reading disability. Poor reading skill is manifested with

poor comprehension, wrong pronunciations, among others. If no

proper intervention is administered early, it could affect the academic,

social and psychological development of the child”. In this statement,

he emphasized the importance of reading comprehension and the

23
reading process itself and how it contributes to the total success of the

learner in his/her academic performance.

Hale et al. (2011) identified reading as one of the greatest areas

that assessment is needed as reading skills deficits can interfere with

skill development across different academic subject areas, vocational

skills and daily living skills.

Reading has been defined as a process of interaction involving

one’s knowledge of print, vocabulary, and comprehension. Its five

essential components include phonemic awareness, phonics, fluency,

vocabulary, and comprehension. In addition, Fitzgerald and Fitzgerald

(1965) included word recognition and sentence understanding as

components. They further stated that the components involve

discovery, comprehension, reflection, reasoning, appreciation,

analysis, evaluation, synthesis, organization, and application. This

would mean that when one is reading, one is thinking about the

meaning conveyed and at the same time integrates his own knowledge

to get the meaning of the symbols written by the writer.

Another definition states that “Reading comprehension is a

complex cognitive ability requiring the capacity to integrate text

information with the knowledge of the listener or reader and resulting

in the elaboration of a mental representation” (Meneghetti, Carretti, &

De Beni, 2006, p. 291). As a component of reading, reading

24
comprehension can be best understood if one is adept with the

different cognitive processes as current models suggest that such

processes play a significant role in comprehension skills (Meneghetti et

al., 2006).

There are many factors that could affect reading comprehension.

Van den Broek (1994) highlights two of these factors as he says that

short and long term memory is a factor in the reading comprehension

skills of an individual as a reader needs to store and manipulate

information in his working memory during text procession and at the

same time in order to construct a coherent representation of what he

has read, the reader would have to refer to his prior knowledge.

Another factor is “inference” which also plays a major role in

reading comprehension as understanding of the text read goes beyond

literal wherein integrated mental representation of what was read is

created and processed (Bowyer-Crane & Snowling, 2005; Yuill &

Oakhill, 1991).

Recent studies on reading comprehension stressed the

importance of the concept of individual differences wherein attempts

are made to account for how the process and components of reading

comprehension differ among those labeled as skilled and less skilled

readers (Oakhill, Cain, & Bryant, 2003). Such labels or classifications

are results of meaningful assessment of one’s reading skills or

25
achievement wherein comparisons are made using tasks that measure

either global or specific areas of reading comprehension and making

inferences out of its results (Meneghett et al., 2006).

Tizon (2013) in her study entitled “Reading Comprehension

Ability of Grade V Pupils of Kinangay Sur Elementary School” says that

reading is the mother of all study skills. It is one of the most valuable

skills a person can acquire. Reading is a complex process. Thus, it

cannot be taught in isolation. Moreover, reading is not merely an

ability to recognize written or printed words, but it also refers to

putting meaning to what you read and drawing a unified thought of

what is read. In addition, she says that “reading as a field of teaching

is considered one of the important areas of teaching if not actually the

most important ever. It is said to be one of the most necessary

academic skills. Besides, it is a major pillar upon which the

teaching/learning process is built. The reading ability plays a central

role in the teaching and learning success at all educational stages.

Having any difficulty in this skill will result in variety of consequences

on all subjects of study, since reading includes a variety of sub-skills”.

An article in The Philippine Star (2010) says that “it can be

safely said that reading is the true backbone of most learning. After

all, everything starts with the written word — whether it’s math,

science or even home economics. As students go up the educational

26
ladder, more reading is usually required as subjects become more

dense and challenging. The difficulty level simply increases — not the

other way around. Hence, if a student’s reading comprehension is

poor, chances are his/her performance in other subjects will be

compromised.”

Reading comprehension skills allow readers to move from

elementary reading to effective reading. Reading begins as an exercise

in decoding letters and sounding out words. This is passive reading,

where we focus on memorizing patterns and practicing fluency. The

bridge from passive to active reading requires reading comprehension

skills.

According to LearningRX, “reading comprehension” is the ability

to understand what we read -- where words have context and texts

have meaning. Reading comprehension skills allow us to read

proficiently, learn effectively, problem-solve, strategize, conceptualize,

and succeed in life. Without reading comprehension skills, many

students are left behind.

According to Al- Khateeb (2010:5)"reading comprehension is

considered the real core for the reading process; and a big process

around which all other processes are centered. Comprehension is the

peak of the reading skills and the basis for all reading processes. It is

viewed by some researchers as the ultimate objective of the reading

27
process, since he who does not comprehend what he reads is

considered as if he has not read".

Comprehension becomes especially important to students in the

later elementary grades (Sweet & Snow, 2003) because it provides the

foundation for further learning in secondary school. A student’s

academic progress is profoundly shaped by the ability to understand

what is read. Students who cannot understand what they read are not

likely to acquire the skills necessary to participate in the 21st century

workforce.

Buenavida A. Tupe, Portia P. Padilla says that educators are

faced with three challenges: the diverse language backgrounds of the

students, the complexity of reading, and the variety of reading

situations.

Hulme and Snowling say that the goal of reading is to extract

meaning from text, and this depends upon both decoding and

language-comprehension skills. Recently there has been growing

interest in children who can read accurately but have poor

comprehension.

As Sprang (1985) puts it, that proficiency in reading is a royal

sand of knowledge and it is essential to the success in all academic

subjects.

Arafat, (1996) says that language affects comprehension.

28
 This study is also being supported by a study made by Lajih,

Sebastian, Torres, Timoteo, Perez and Pagotaisidro (2005) which

shows that there is a significant difference between the reading

comprehension level in English and Filipino.

2.2 Theoretical Framework

There are Three Levels of Reading Comprehension. These are classified

according to the level of thinking involved.

1. Literal (reading the lines)

2. Inferential (reading between the lines)

3. Evaluative (reading beyond the lines)

1.0 Literal Level

The literal level focuses on reading the passages, hearing the

words or viewing the images. It involves identifying the

important and essential information. With guidance, students

can distinguish between the important and less important

ideas.

Literal questions have responses that are directly stated in

the text. The reader simply needs to locate the information

and copy, paraphrase or summarize it.

Literal Comprehension. Literal comprehension focuses on

ideas and information which are explicitly stated in the

29
selection. Purposes for reading and teacher’s questions

designed to elicit response at this level may range from

simple to complex. A simple task to literal comprehension

may be the recognition or recall single fact or incident. A

more complex task might be the recognition or recall of a

series of facts or the sequencing of incidents in a reading

selection.

1.1 Recognition requires the pupil to locate or identify ideas

or information explicitly stated in the reading selection

itself or in exercises which use the explicit ideas and

information presented in the reading selection.

Recognition tasks are:

a. Recognition of Details. The pupils are required to

locate or identify facts such as names of the

characters, the time of the story or the place of the

story.

b. Recognition of Main Ideas. The pupils are required to

locate or identify an explicit statement in or from a

selection which is the main idea of the paragraph or

a larger portion of a selection.

30
 c. Recognition of a Sequence. The pupils are required

to locate or identify the order or incidents or actions

explicitly stated in the reading selection.

d. Recognition of Comparison. Pupils are required to

locate or identify likenesses or differences in

characters, time and place that are explicitly stated

in the selection.

e. Recognition of Cause and Effect Relationship. The

pupils in this instance may be required to locate or

identify stated reasons for certain happenings or

actions in the selection.

f. Recognition of Character Traits. The pupils are

required to locate or identify explicit statements

about a character which help to put the style of

person he is.

1.2 Recall requires the pupil to produce from memory idea

and information explicitly stated in the reading

selection. Recall tasks are:

a. Recall of Details: the pupil is asked to produce from

memory facts such as names of characters, time of

the story and place of the story.

31
b. Recall of Main Ideas. The pupil is required to state a

main idea of a paragraph or a larger portion of the

selection from memory when main idea is explicitly

stated in the selection.

c. Recall of Sequence. The pupil is asked to provide

from memory the order of incidents or actions

explicitly stated in the selection.

d. Recall of Comparison. The pupil is required to call up

from memory the likenesses or differences in

characters, time and place that are explicitly stated

in the selection.

e. Recall of Cause and Effect Relationship. The pupil is

required to produce from memory explicitly stated

reasons for certain happenings or actions in the

selection.

f. Recall of Character Traits. The pupil is asked to call

up from memory explicit statements about the

characteristics which illustrate the type of persons

they are.

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2.0 Inferential Level

At the interpretive level, the focus shifts to reading between

the lines, looking at what is implied by the material under

study. It requires students to combine pieces of information

in order to make inferences about the author's intent and

message. Guiding students to recognize these perceived

relationships promotes understanding and decreases the risk

of being overwhelmed by the complexities of the text being

viewed, heard or read.

Inferential questions have responses that are indirectly

stated, implied, or require other information. The reader

needs to connect the dots and make conclusions about

material presented in the text to come up with insights that

are not explicitly stated in the text.

Inferential Comprehension. Inferential comprehension is

demonstrated by the pupil when he uses the ideas or

information explicitly stated in the selection, his intuition and

his personal experience as a basis for conjectures and

hypotheses. Inferences drawn by the student may be either

convergent or divergent in nature and the pupils may or may

not be asked the rationale underlying his inferences. In

general then, inferential comprehension is stimulated by

33
purposes of reading and teacher’s questions which demands

thinking and imagination that are beyond the printed page.

2.1 Inferring Supporting Details. In this instance, the pupil

is asked to conjecture about additional facts the author

sight have included to the selection which would have

made it more informative, interesting and appealing.

2.2 Inferring Main Ideas. The pupil is required to provide

the main idea, general significance, theme or moral

which is not explicitly stated in the selection.

2.3 Inferring Sequence. The pupil in this case, may be

required to conjecture as to what action or incident

might have taken place between the explicitly stated

actions or incidents or he may be asked to hypothesize

about what would happen next if the selection have not

ended as it did but had been extended.

2.4 Inferring Comparison. The pupil is required to infer

likenesses and differences in characters, times and

places. Such inferential comprehension resolves around

ideas such as “here and there”, “then and now”, “he

and she” and “she and she.”

2.5 Inferring Cause and Effect Relationship. The pupil is

required to hypothesize about motivation of characters

34
 and their interaction with the time and place. He may

also be required to conjecture as to what caused the

author to include certain ideas, words, characterization

and actions to his writings.

2.6 Inferring Character Traits. In this case, the pupil is

asked to hypothesize about nature of characters on the

basis of explicit clues presented in the selection.

2.7 Predicting Outcomes. The pupil is required to read on

initial portion of the selection and on the basis of this

reading he is required to conjecture about the outcomes

of the selection

2.8 Inferring Figurative Language. The pupil in this instance

is asked to infer literal meanings from the author’s

figurative use of language.

3.0 Evaluative Level

Understandings at the literal and interpretive levels are

combined, reorganized and restructured at the applied level

to express opinions, draw new insights and develop fresh

ideas. Guiding students through the applied level shows them

how to synthesize information, to read between the lines and

to develop a deeper understanding of the concepts, principles

and implications presented in the text.

35
 Evaluative questions require the reader to formulate a

response based on their previous reading experience, their

life experience, and their opinions on issues relevant to the

text.

Evaluation. Purposes for reading and teacher’s questions in

this instance require responses by pupil which indicates that

he has made an evaluative judgment by comparing ideas

presented in the selection with external criteria provided by

the reader, other authorities or other written sources or with

internal criteria provided by the reader’s experiences,

knowledge or values. In essence, evaluation deals with

judgment and focuses on qualities of accuracy, acceptability,

desirability, with or probability of occurrence. Evaluative

thinking may be demonstrated by asking the pupil to ask the

following judgments:

3.1 Judgment of Reality of Fantasy. Could this really

happen? Such a question calls for the judgment by the

reader based on his experience.

3.2 Judgment of Fact or Opinion. Does the author provide

adequate support for the conclusion? Question of this

type requires the pupil to analyze and evaluate the

writing on the basis of the knowledge he has on the

36
 subject as well as to analyze and evaluate the intent of

the author.

3.3 Judgment of Adequacy and Validity. Is the information

presented here is keeping with what you have read on

the subject in other sources? Question of this nature

call for the reader to compare written sources of

information with an eye toward agreement and

disagreement and incompleteness.

3.4 Judgment of Appropriateness. What part of the story

describes the main character? Such a question requires

the reader to make a judgment about the relative

adequacy of different parts of the selection to answer

the question.

3.5 Judgment of Worth, Desirability and Acceptability. Was

the character right or wrong in what he did? Question of

this nature calls for judgment based on the reader’s

moral code or his value system.

2.3 Conceptual Framework

37
 This study is done to determine whether there is difference in the

pupils reading comprehension between English and Filipino.

Arafat, (1996) pointed out that language affects comprehension

which is also being supported by a study made by Lajih, Sebastian,

Torres, Timoteo, Perez and Pagotaisidro (2005) which shows that

there is a significant difference between the reading comprehension

level in English and Filipino.

In this study, sex is other variable included which is hypothesized

to influence the reading comprehension abilities of the pupils.

It is hypothesized that there is significant difference in the mean

scores of the pupils’ reading comprehension in English and Filipino

when categorized according to gender. This means that it is possible

for male or female pupils to vary in their reading comprehension

abilities.

Martinez (2002) explained that gender contributes significant

difference on the English Language competence in favor of females.

She further states that in the studies of Yap-Aizon, (2000), Malbago

(1995), Rosaldo (1994), Aboc (1993) and Tendero, (2000) the results

show that gender can contribute difference on the language

competence of the students. It may be possible that gender may

influence the reading comprehension abilities of pupils.

CONCEPTUAL PARADIGM

38
 Independent Variables

Reading
Comprehension
Dependent
in Variables
English
Reading
Comprehension
Abilities
Reading
Comprehension
in
Filipino
Moderator Variables

 Gender
 Section

Figure 1. A Conceptual Paradigm Showing the Independent and

Dependent Variables and the Moderator Variables

2.4 Definition of Terms

For the purpose of comprehension and clarity, the following

terms are operationally defined.

39
1. Reading is the ability of the pupils in the study to read and

recognize written or printed words.

2. Comprehension refers to pupil’s understanding of the context

of the written text.

3. Reading Comprehension Ability is the ability to read and

derive meaning from a reading material.

4. Bilingual education is a form of education in which information

is presented to the students in two (or more) languages.

Technically, any educational system that utilizes more than one

language is bilingual.

5. Gender refers to the sexual identity of the respondents whether

male or female.

6. Section refers to the class that the pupils belong whether

regular or corporate class.

CHAPTER III

RESEARCH METHODOLOGY

40
 This chapter presents the methods and procedures used in

conducting the study, brief descriptions of the respondents and the

instruments used, and the procedures utilized in collecting and

analyzing the data.

3.1 Research Design

This study employs a descriptive-evaluative research design to

test assumptions of difference between the reading comprehension in

English and Filipino. In the choosing of the respondents, the

researchers used total enumeration/intact sampling.

3.2 Locale of the Study

The study was conducted in an elementary school of a

university. The said laboratory school was selected to be the site of the

study because the researchers have found it convenient since it is near

to the College of Teacher Education. Another reason is the accessibility

of the researchers to that school because researchers have already

taught in that school during their practice teaching and so they already

know the teachers as well as the students.

3.3 Respondents of the Study

41
 The respondents in this study belong to a class of the former

Cooperating Teachers/Mentors of the researchers during their

Practicum on the first semester of the school year 2013-2014.

There are two classes/sections which are composed of eighty

five (85) pupils, equivalent to 50 percent of the total population of

Grade VI pupils who are being taught both in English and Filipino

subject by two (2) different subject teachers. The first section is a

regular class composed of forty nine (49) pupils comprising of 57.65

percent and the second section is a corporate class made up of thirty

six (36) pupils which comprises the remaining 42.35 percent of the

total population. The table is shown below.

Table 1.1

Distribution of Samples according to Section

Section Sample
N %
Section 1 49 57.65
Section 2 36 42.35
total 85 100

Based on table 1.2, the respondents are being classified

according to gender in which twenty eight (28) are males, equivalent

to only 32.94 percent of total population and fifty seven (57) are

females comprising the remaining 67.06 percent.

Table 1.2

42
 Distribution of Samples According to Gender

Gender Sample

N %

Male 28 32.94
Female 57 67.06
Total 85 100

As shown in table 1.3, section 1 is made up of 15 males

equivalent to 30.6 percent and 34 are females which are equivalent to

69.4 percent.

Table 1.3
Distribution of Samples in Section 1 According to Gender
Gender Sample
N %
Male 15 30.6
Female 34 69.4
Total 49 100
Table 1.4 presents the distribution of respondents in section 2

according to gender. As shown in the table, there are 13 males in

section 2 equivalent to 36.1 percent and 23 are females comprising

the remaining 63.9 percent.

Table 1.4

Distribution of Samples in Section 2 According to Gender

Gender Sample
N %
Male 13 36.1
Female 23 63.9
Total 36 100

43
 The teacher of the pupils in English subject has been teaching for

more than 10 years already in the said school and has been in the

teaching profession for more than 17 years already.

The teacher in Filipino subject has also been teaching the Filipino

subject in the said school for more than 10 years but has already been

in the service for more than 40 years already.

The pupils were chosen through in-tact sampling. Eighty

five (85) were selected comprising the forty (50) percent of the total

population.

3.4 Data Collection Procedure

After the instruments have been prepared, permission to

conduct the study was sought from the Grade VI teachers through the

principal’s office of the school. After approval, the researchers

administered the reading comprehension test to the pupils. The pupils

were asked to answer each item on the test. The data that were

gathered from the instrument/test were tabulated, analyzed and

interpreted.

3.5 Research Instruments

In this study, Standardized Tests were used as the

instruments in gathering data. Standardized test is defined as a test

that is being constructed by an expert or group of experts. The

44
standardized tests used were taken from the National Assessment Test

(NAT), 2011 booklet in English and Filipino subjects. The test in each

subject is composed of four selections and each selection is followed

by five questions, totaling to twenty questions in all. The nature of the

test questions were multiple choices.

The results of the tests were interpreted based on the scale

below, specifically in the interpretation of the means of reading

comprehension abilities of the respondents.

Table 1.5

Distributions of the Comprehension Test Items in English by

Level

Level Items
Literal Level 1, 4, 7, 10, 12, 14 & 17
Inferential Level 3, 6, 9, 11, 13, 15, 16, 19 & 20

Evaluative Level 2, 5, 8 & 18

The table above presents the distributions of the test items in

English reading comprehension by level. The table shows that there

are 7 items in literal level, 9 items for the inferential level, and 4 for

the evaluative level.

Table 1.6

45
 Distributions of the Comprehension Test Items in Filipino
by Level
Level Items
Literal Level 1, 3, 4, & 11
Inferential Level 6, 7, 8, 9, 10, 12, 13, 14, 16, & 18

Evaluative Level 2, 5, 15, 17, 19, & 20

Table 1.6 presents the distributions of the test items in Filipino

reading comprehension by level. The table shows that there are only 4

items in literal level, 10 items for the inferential level, and 6 for the

evaluative level.

Table 1.7

Scales and Interpretation on the Mean

Mean Score Interpretation

81-100 Very Good
61-80 Good
41-60 Average
21-40 Poor
0-20 Very Poor

3.6 Hypothesis

On the basis of the research problems raised in Chapter I, it is

posited that:

1. There is no significant difference between the pupils’ reading

comprehension in English and Filipino.

46
 2. There is significant difference in the mean scores of the pupils’

reading comprehension in English and Filipino when categorized

according to gender and section.

3.7 Data Analysis

A background profile of the research subject and responses will

be carefully tabulated, classified, systematically organized using the

descriptive statistical measures and analyzed important data will be

presented in tables.

Statistical Treatment

1. Frequency, mean, and percentage will be used to describe the

data.

2. Mean. It was utilized to get the average of the respondents

reading comprehension scores and it helps to answer the first

question.

3. T-Test was employed to find out if significant difference

exists between the mean scores of the respondents in

Reading Comprehension Test in English and Filipino. Also, to

find out if significant difference exists in the responses of the

respondents in reading comprehension tests in English and

Filipino when they are grouped according to gender.

4. ANOVA was used to establish if there is a significant

difference in the reading comprehension level of the pupils in

47
 English and Filipino when data are grouped according to

section.

CHAPTER IV

PRESENTATION, ANALYSIS, INTERPRETATION OF DATA

This chapter presents the data gathered through a teacher-made

reading comprehension tests that were given to the respondents. The

data were tabulated and interpreted with the use of appropriate

statistical tools.

This study was conducted in an elementary school. There were

eighty five selected grade six pupils who served as the respondents of

this study. They were chosen using total enumeration/intact sampling.

This study sought to hypothesize that; (1) There is no significant

difference in the mean scores of the pupils’ reading comprehension in

English and Filipino. (2) There is no significant difference in the mean

scores of the pupils’ reading comprehension in English and Filipino

when categorically arranged according to gender. (3) There is no

significant difference in the mean scores of the pupils’ reading

comprehension in English and Filipino when categorically arranged

according to section.

The problems which were answered in the discussions are the

following:

48
 TABLE 2.1

Compre- No. of Respondents Adjec-

hension tival
Rating Literal Inferential Evaluative Ratings
By Freq Percen Freq Percen Freq Percen
Bracket uency tage uency tage uency tage
81-100 38 44.70 10 11.76 15 17.65 Very
Good
61-80 20 23.53 28 32.94 27 31.76 Good

41-60 24 28.24 34 40.0 20 23.53 Average

21-40 3 3.53 12 14.10 15 17.65 Poor

0-20 1 1.20 8 9.41 Very

Poor
Total 85 100.0 85 100.0 85 100.0

RESULTS OF READING COMPREHENSION TEST OF GRADE VI

PUPILS IN ENGLISH

Table 2.1 presents the results of the reading comprehension test

of the respondents in English. The table shows that in literal level most

of the pupils got very good with the frequency of 38 comprising the

44.70 percent of total population of pupils which bracketed 81-100. 20

pupils or 23.53 percent belong to bracket 61-80 with an adjectival

rating of good; 24 pupils totaled 28.24 percent belong to bracket 41-

49
60 with an adjectival rating of average and only 3 pupils comprising

the remaining 3.53 percent got poor.

This implies that the pupils were able to answer the questions in

literal comprehension level very well since it is the simplest of all levels

which only requires pupils to recognize and recall facts which are

stated or can be found right in the selection.

In inferential level, 10 pupils or 11.76 percent belong to bracket

81-100 with an adjectival rating of very good; 28 pupils or 32.94

percent belong to bracket 61-80 with an adjectival rating of good; the

highest number of 34 pupils or 40.0 percent belong to bracket 41-60

with an adjectival rating of average; 12 pupils or 14.10 percent got

poor and only 1 pupil or 1. 2 percent got very poor.

In evaluative level, 15 pupils or 17.65 percent belong to bracket

81-100 with an adjectival rating of very good; majority of the pupils or

31.76 percent belong to bracket 61-80 with an adjectival rating of

good; 20 pupils totaled 23.53 percent belong to bracket 41-60 with an

adjectival rating of average; another 15 pupils belong to bracket 21-40

with an adjectival rating of poor and only 8 of them or 9.41 percent

got very poor.

50
 TABLE 2.2

Compre- No. of Respondents

hension Adjec-
Rating Literal Inferential Evaluative tival
By Ratings
Bracket Freq Percen Freq Percen Freq Percen
uency tage uency tage uency tage
81-100 31 36.47 6 7.06 16 18.82 Very

Good
61-80 28 32.94 27 31.76 35 41.18 Good

41-60 24 28.24 32 37.65 16 18.82 Average

21-40 2 2.35 14 16.47 7 8.24 Poor

0-20 6 7.06 11 12.94 Very

Poor
Total 85 100.0 85 100.0 85 100.0

RESULTS OF READING COMPREHENSION TEST OF GRADE VI

PUPILS IN FILIPINO

Table 2.2 presents the results of the reading comprehension test

of the respondents in English. The table shows that majority of the

pupils in literal level which is totaled 36.47 percent performed very

good whose rating ranges from 81-100. 28 pupils or 32.94 percent

belong to the bracket 61-80 which is rated adjectivally as good; 24

pupils or 28.24 percent belong to the bracket 41-60 which is rated

adjectivally as average; and, only 2 pupils or 2.35 percent of the total

51
sample size belong to bracket 21-40 with an adjectival rating as poor.

This means that most of the pupils were able to answer the questions

in literal level very well.

In inferential level, only 6 pupils or 7.06 percent got very good

which belongs between the brackets 81-100. 27 or 31.76 percent of

them belong to bracket 61-80 which has the adjectival rating of good;

32 or 37.65 percent of them belong to bracket 41-60 which has the

adjectival rating of average; 14 pupils or 16.47 percent are adjectivally

rated as poor who belong to bracket 21-40; and another 6 pupils

belong to bracket 0-20 which is adjectivally rated as very poor.

Lastly, in evaluative level 16 pupils or 18.82 percent of the total

number of pupils got the adjectival rating of very good; majority of

them totaled 35 pupils adjectivally rated as good; then another 16

pupils got average; only 7 pupils did poor; and the remaining 11 pupils

got very poor rating.

52
 TABLE 2.3
MEAN PERCENTAGE SCORES OF THE READING
COMPREHENSION OF GRADE VI PUPILS IN ENGLISH
Level Mean Percentage Adjectival
Score Ratings
Comprehension
Abilities 63.95 Good

Literal 73.11 Good

Inferential 59.61 Average

Evaluative 57.65 Average

Table 2.3 presents the summary of comprehension test results of

Grade VI pupils in English in different levels, including the overall

comprehension abilities and the mean percentage score and the

corresponding adjectival ratings. The table shows that the overall

comprehension ability of the pupils is 63.95 which rated adjectivally as

good. This reading comprehension ability is broken down into three

levels: literal, 73.11% (Good); inferential, 59.61% (Average); and,

Evaluative, 57.65 (Average).

53
 TABLE 2.4
MEAN PERCENTAGE SCORES OF THE READING
COMPREHENSION OF GRADE VI PUPILS IN FILIPINO
Level Mean Percentage Adjectival Ratings
Score
Comprehension
Abilities 62.05 Good

Literal 75.88 Good

Inferential 59.18 Average

Evaluative 57.45 Average

Table 2.3 presents the summary of comprehension test results of

Grade VI pupils in Filipino in different levels, including the overall

reading comprehension abilities and the mean percentage score and

the corresponding adjectival ratings. The table shows that the overall

reading comprehension ability of the pupils in Filipino is 62.05 which

have the adjectival rating of good. This reading comprehension ability

of the pupils is further sub-divided into three levels: literal, 75.88%

(Good); inferential, 59.18% (Average); and, evaluative, 57.45%

(Average).

TABLE 2.5

54
 T-TEST RESULTS IN THE READING COMPREHENSION OF
THE PUPILS IN ENGLISH AND FILIPINO

Level Subject Mean SD Mean Sig.

Difference

English 73.11 1.31 -2.77 0.31

Literal

Filipino 75.88 0.87

Inferential English 59.61 1.78 0.43 0.87

Filipino 59.18 2.01

Evaluative English 57.65 1.23 0.20 0.96

Filipino 57.45 1.35

Alpha 0.05 level of significance

Table 2.5 shows that there is no significant difference between

reading comprehensions of the respondents in English and Filipino in

all the levels; literal, inferential and evaluative. This is because the

significant value of 0.31 in literal, 0.91 in inferential and 0.96 in

evaluative are all higher than the set alpha 0.05. This means that the

reading comprehension abilities of the respondents in English and

Filipino are the same.

55
 TABLE 2.6
T-TEST RESULTS IN THE ENGLISH READING COMPREHENSION
OF THE PUPILS BY GENDER
Level Gender Mean Standard Mean Sig.
Deviation Difference

Male 70.92 1.20

Literal -3.26 0.45
Female 74.18 1.37

Male 54.37 1.60

Inferential -7.81 0.09
Female 62.18 1.83

Male 59.82 1.17

Evaluative 3.24 0.65
Female 56.58 1.26
Alpha 0.05 level of significance

As shown in table 2.6, the scores of both male and female

respondents in all the three levels were closely the same because of

their registered standard deviations of 1.20, 1.37, 1.60, 1.83, 1.17,

1.26 respectively are lower than 10. The table also that in literal and

inferential levels females got higher scores in reading comprehension

in English with the registered mean difference of -3.26 and -7.62

respectively. However, in evaluative level, males got higher scores

than females with the registered mean difference of 3.24.

The table also shows that there is no significant difference in the

reading comprehension of the respondents in English when data are

56
grouped according to gender in literal and evaluative level with the

significant values of 0.45 and 0.65 respectively which are both higher

than the set alpha 0.05.

This implies that gender in these levels does not significantly

influence the reading comprehension of the respondents in English.

The table further shows that though there is also no significant

difference in the reading comprehension of the respondents in English

when data are grouped according to gender in inferential level, it is

meaningful because even though the significant value of 0.09 is higher

than the set alpha 0.05, it is lower than 0.20.

This means that this result should not be ignored, thus it needs

or it is subjected to further studies (Pedhazur, 1982).

57
 TABLE 2.7
T-TEST RESULTS IN THE FILIPINO READING COMPREHENSION
OF THE PUPILS BY GENDER
Level Gender Mean Standard Mean Sig.
Deviation Difference

Male 74.11 0.96

Literal -2.64 0.60
Female 76.75 0.82

Male 52.14 1.75

Inferential -10.49 0.02
Female 62.63 2.06

Male 57.14 1.14

Evaluative -0.46 0.93
Female 57.60 1.45
Alpha 0.05 level of significance

As shown in table 2.7, the scores of both male and female

respondents in all the three levels were closely the same because of

their registered standard deviations of 0.96, 0.82, 1.75, 2.06, 1.14

and 1.45 respectively are lower than 10. The table also shows that in

all the levels, females got higher scores in Filipino reading

comprehension than the males with registered means of -2.64 for

literal level, -10.49 for inferential level and -0.46 for evaluative level.

The table also shows that there is no significant difference in the

reading comprehension of the respondents in Filipino when data are

grouped according to gender in literal and evaluative levels because

58
the significant values of 0.60 and 0.93 respectively are higher than the

set alpha 0.05.

This means that gender does not significantly influence the

reading comprehension of the respondents in Filipino in the literal and

evaluative levels.

However, in inferential level, because of the high mean

difference of -10.49 between the male and the females’ result as

subjected to t-test analysis, the table shows that there is a significant

difference in the reading comprehension of the respondents when they

are grouped according to gender because the significant value of 0.02

for inferential level is lower than the set alpha 0.05.

This implies that gender in this level significantly influence the

reading comprehension of the respondents in Filipino.

TABLE 2.8

59
 Level Section Mean Standard Mean Sig.
Deviation Difference

Regular 71.72 1.48

Literal -3.28 0.43
Corporate 75.00 1.05

Regular 58.50 1.80

Inferential -2.61 0.55
Corporate 61.11 1.77

Regular 56.63 1.26

Evaluative -2.4 0.72
Corporate 59.03 1.20
T-TEST RESULTS IN THE ENGLISH READING COMPREHENSION
OF THE PUPILS BY SECTION
Alpha 0.05 level of significance

As shown in table 2.8, the scores of the respondents from the

regular and corporate sections in all the three levels were closely the

same because the registered standard deviations are all lower than 10.

Also, as shown in the table, the respondents from regular and

corporate section registered a mean difference of -3.28 in literal level,

-2.83 in inferential level and -2.4 in evaluative level. This means that

the respondents in corporate section got higher scores in reading

comprehension in English than the respondents belonging from the

regular section in all levels. However, as subjected to t-test analysis,

the table shows that there is no significant difference in the reading

comprehension of the respondents in English in all levels of reading

comprehension when they are categorically arranged according to their

60
section. Because, the significant value of 0.43 in literal level, 0.52 in

inferential level and 0.72 in the evaluative level are all higher than the

set alpha 0.05.

This implies that the reading comprehension abilities of the

respondents in English in both regular and the corporate section are

the same.

TABLE 2.9
T-TEST RESULTS IN THE FILIPINO READING COMPREHENSION
OF THE PUPILS BY SECTION
Level Section Mean Standard Mean Sig.
Deviation Difference

Regular 82.14 0.79

Literal 14.78 0.001
Corporate 67.36 0.86

Regular 58.98 2.06

Inferential -0.46 0.92

Corporate 59.44 1.97

Regular 56.46 1.50

Evaluative -2.34 0.64
Corporate 58.80 1.13

Alpha 0.05 level of significance

As shown in table 2.9, the scores of the respondents from the

regular and corporate sections in all the three levels were closely the

same because the registered standard deviations are all lower than 10.

61
 The table also shows that there is a significant difference in the

reading comprehension of the respondents in Filipino in literal level

when they are categorically arranged according to their section. This is

so, because of the high registered mean difference of 14.78 between

the mean scores of regular and corporate sections which means that

pupils from regular section performed better than the pupils of

corporate section.

However, the table also shows that there is no significant

difference in the Filipino reading comprehension of the respondents in

literal and inferential levels when data are grouped according to their

section because significant value of 0.92 in literal level and 0.64 in

inferential level are higher than the set alpha level of 0.05.

This implies that the reading comprehension of the respondents

in Filipino in these levels is the same.

CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

62
 This chapter recapitulates the prominent features in the study,

the summary, the findings, and offer some recommendations.

5.1 SUMMARY

This study investigated the reading comprehension abilities of

the Grade VI pupils.

The respondents were taken from the two sections of the said

laboratory school having a total of eighty five (85) pupils comprising

the fifty (50) percent of the total population of Grade VI. They

constitute the subject of the study. The data consisted of the scores of

reading comprehension test in English and Filipino administered to the

students.

The study answered the questions on the bases of the following

hypotheses: (1) There is no significant difference between the pupils’

reading comprehension in English and Filipino. (2) There is no

significant difference in the reading comprehension of pupils when they

are grouped according to gender.

The data were analyzed and tabulated using the weighted mean

and t-test.

The analysis and interpretation of data gathered revealed the

following:

1. The respondents obtained a mean score of 63.95 for their overall

reading comprehension in English. It implies that the Grade VI

63
 pupils performed ‘good’ in their reading comprehension in

English.

2. In literal level of the respondents reading comprehension in

English, it registered a mean score of 73.11 which is adjectivally

rated as good. In inferential level, the registered mean is 59.61

which is adjectivally rated as average. Lastly, in evaluative level,

the respondents had performed average with a mean score of

57.65.

3. The Grade VI pupils also performed ‘good’ in their overall

reading comprehension in Filipino. It registered with a mean

score of 62.12.

4. In literal level of the respondents reading comprehension in

English, it registered a mean score of 75.88 which is adjectivally

rated as good. In inferential level, the registered mean is 59.18

which is adjectivally rated as average. Lastly, in evaluative level,

the respondents had performed average with a mean score of

57.45.

5. The general performance revealed that the Grade VI pupils did

‘good’ in both English and Filipino reading comprehension. With a

registered mean score of 62.95.

6. The study revealed that there is no significant difference in the

mean scores of the pupils’ reading comprehension in English and

64
 Filipino in literal, inferential and evaluative levels because the

significant values of 0.31, 0.87, and 0.96 respectively are higher

than the set alpha level of 0.05.

7. The study revealed that there is no significant difference in the

mean scores of the respondents reading comprehension in

English in literal, inferential, and evaluative levels when they are

grouped by gender. Because the significant values of 0.45, 0.09,

and 0.65 respectively are higher than the set alpha level of 0.05.

However, though there is no significant difference in inferential,

the revealed that the result meaningful because even though the

significant value of 0.09 is higher than alpha 0.05 level of

significance, it is lower than 0.20.

8. The study revealed that there is no significant difference in the

mean scores of respondents’ reading comprehension in Filipino in

literal and evaluative level when categorized according to

gender. Because the significant value of 0.60 in literal level and

0.93 in evaluative level is higher than the set alpha 0.05 level of

significance. However, the study revealed that there is a

significant difference in the respondents’ Filipino reading

comprehension in inferential level when they are grouped by

gender. Because the significant value of 0.02 is lower than the

set alpha 0.05 level of significance. Thus, in this level the

65
 females had performed better than the males with a registered

mean difference of -10.49.

9. The study also revealed that there is no significant difference in

the mean scores of the respondents’ reading comprehension in

English in literal, inferential, and evaluative levels when data are

grouped according to their section. Because the significant

values of 0.43, 0.55, and 0.72 respectively are higher than the

set alpha 0.05 level of significance.

10. The study revealed that there is a significant difference in

the mean scores of the respondents’ reading comprehension in

Filipino in literal level when data are grouped according to their

section because the significant value of 0.001 is lower than the

set alpha 0.05 level of significance. With a registered mean

difference of 14.78, the study revealed that pupils from regular

section had performed better than the pupils from the corporate

section.

11. Lastly, the study revealed there is no significant difference

in the mean scores of the respondents’ reading comprehension

in Filipino in inferential and evaluative levels when data are

grouped according to their section. Because the significant value

of 0.92 in literal level and 0.64 in evaluative level are higher

than the set alpha 0.05 level of significance.

66
5.2 CONCLUSIONS

Based on the findings, the following conclusions are therefore

formulated:

1. In English reading comprehension, the respondents performed

good in literal level, and average in inferential and evaluative

levels.

2. In Filipino reading comprehension, the respondents also

performed good in literal level, and average in inferential and

evaluative levels.

3. The overall reading comprehension ability of the respondents in

both English and Filipino is ‘good’.

4. There is no significant difference in the mean scores of the

pupils’ reading comprehension in English and Filipino in literal,

inferential and evaluative levels.

5. There is no significant difference in the mean score of the pupils’

reading comprehension in English in literal, inferential and

evaluative level when they are grouped by gender. However, in

inferential level, the result shows that even though there is no

significant difference, it is meaningful and thus needs further

studies.

67
 6. There is no significant difference in the mean scores of the

pupils’ reading comprehension in Filipino in literal and evaluative

levels. There is a significant difference in inferential level.

7. There is no significant difference in the mean scores of the

pupils’ reading comprehension in English in all levels when they

are grouped according to their section.

8. There is a significant difference in the mean scores of the pupils’

reading comprehension in Filipino in literal level when the

respondents are grouped according to their section. However, in

inferential and evaluative levels, the results show that there is

no significant difference in the mean scores of the pupils’ reading

comprehension in Filipino when the respondents are grouped

according to their section.

5.3 RECOMMENDATIONS

Based on the conclusion drawn, analysis and interpretations, the

following are recommended by the researchers:

1. English and Filipino teachers should continue providing a more

meaningful way for students to comprehend a certain selection,

passage, and short stories or any form of written genre.

68
 2. Parents should make follow-up on their children’s reading

activities.

3. The teachers should continue utilizing strategies that promote

meaningful learning and pupil-centered instruction so that pupils

will be actively engaged on the activities and discussion.

4. There should be a continuous assessment of reading

comprehension abilities of the pupils to monitor the progress of

their performances.

5. There should be seminar-workshop for those personnel involved

in teaching process to further enhance their teaching skills in

reading comprehension and to acquire new strategies to be used

in developing one’s ability.

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Bialystok, Ellen. “Acquisition of Literacy in Bilingual Children:

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Guthrie, J.T. & Alao, S. (1997). Designing contexts to increase
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Meneghetti, C., Carretti, B.,& De Beni, R. (2006). Components of
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APPENDIX A

Reading Comprehension Test in English

Name: ______________________________ Date: ___________

Grade & Section: ______________

Direction: Read the selections carefully then answer the questions that
follow.

A. Item 1-5

73
 Gorillas live in groups of twelve to twenty members, with
as many as forty or fewer, or with as few as five.

Gorillas groups are usually made up of males, females, and

young ones. Some male gorillas live alone and just join a group
from time to time.

The group is always led by an adult male gorilla called a

silverback. He gets his name from the silver-gray hair that first
appears on his back when he is eleven or twelve years old.

1. How do gorillas live?

a. By family c. By pair
b. In groups d. Alone

2. What is likely to happen if there is no adult gorilla to lead the

rest?
a. There will be fun.
b. They will look for another group.
c. There will be feeding problems.
d. The animals will separate from the group.

3. What conclusion can you form from the selection?

Gorillas are animals that ______?
a. always fight
b. travel from time to time
c. live without a leader
d. live closely together
4. Which of the following details comes last in the selection?
a. Gorillas live in groups.
b. Some male gorillas live alone.
c. The group is led by a leader.
d. Silver-gray hairs appear on the back of an adult gorilla.

5. Which of the following sentences is a fantasy?

a. Female gorillas wear skirts in the group.
b. The group is always led by a male gorilla.
c. Gorilla groups are usually made up of males.

74
 d. The biggest number of gorilla that live together is forty.

B. Item 6-10

6. What is the mood in of the story?

a.Out from the market, a dog
Regretful was running fast. In his mouth
c. Sad
was b.a bone. On his way home, however,
Triumphant he had to walk a small
d. Peaceful
wooden bridge across a brook. But as he was crossing, he saw
his
7. own
Why shadow
did the dogin the
losewater below.
the bone Hemouth?
in his thought, “I must have
that a.
bone
Thetoo.” He barked
dog threw at his
the bone own shadow. And the bone in
away.
his mouth fell intotook
b. Someone the the
water-
bonegone
fromforever.
him.
c. The bone is heavy so he left it near the bridge.
d. He barked at his own shadow in the water.

8. Which of the following statement is an opinion?

a. The dog crossed a small wooden bridge across a brook.
b. I think the dog was mistaken in its decision.
c. In the dog’s mouth was a bone.
d. The dog barked at its own shadow.
9. What is the main idea of the selection?
a. Grab every opportunity there is.
b. To aspire for something is not bad.
c. Never desire more than what you need.
d. Think of your own welfare most of the time.

10. Where did the dog see what he thought was another
bone?
a. in the water
b. in the forest
c. in the bridge
d. in the market

75
C. Item 11-15

Wells are used to draw groundwater from beneath the

surface of the earth. They are usually drilled into water-bearing
underground zones called aquifers. Most often, a pump is used to
draw water from the well while a screen is placed at the bottom
to filter the soil from the water that is being pumped out.

Aside from flowing streams and open springs, many small

rural communities in the Philippines which have no pipe
connections use shallow water wells with hand pumps called
bubunto get drinking water. If the springs and streams are far
away, people end up washing their clothes around these wells,
sometimes contaminating their main source of water supply.
11. What was the article about?
a. How water is found in the Philippines
b. The uses of wells in the Philippines
c. Where water is found in the Philippines
d. What wells are called in the Philippines

12. What are aquifers?

a. Wells that have filters and screens
b. Pipes where running water is found
c. The drills under the surface of the earth
d. Underground areas where there is water
13. In what mood is the article written?
a. Informative
b. Speculative
c. Imaginative
d. Demonstrative

14. Some small rural communities draw water from

a. local pails called bubun.
b. lakes, rivers, and streams.
c. flowing streams and hot springs.
d. shallow wells with hand pumps.

15. What conclusion can be drawn from the passage?

76
 a. There is not enough water in the Philippines.
b. Wells are useful only to countries like the Philippines.
c. Wells are useful to communities with water needs.
d. Small communities need more water than big
communities.

D. Item 16-20

The primary function of blood is to maintain a

constant environment for other living tissues of the body.
Blood transports food, gases, and wastes to and from the
cells of the body. Food digested in the stomach and small
intestine, passes into the blood stream through the living
cells of the small intestines.

Blood then carries these nutrients to all body cells.

Oxygen enters the body through the air sacs of the lungs.
Blood cells then transport the oxygen to cells throughout
the blood. Blood also helps remove the waste products
released by cells. It carries gaseous wastes (such as carbon
dioxide) to the lungs to be exhaled. It carries liquid waste
to the kidneys to be expelled with the urine.

16. The main idea of the selection is that blood ____.

a. maintains the temperature of the human body
b. does important functions in the human body
c. transports oxygen to the cells of the body
d. carries nutrients to all parts of the body
e.
17. Blood carries waste to the kidneys to be expelled
from the body with the _______?
a. skin c. urine
b. cells d. stomach

18. Which of the following statements is an opinion?

a. Blood cells transport oxygen to cells

77
 b. Blood carries nutrients to all body cells.
c. Oxygen enters the body through the air sacs of the lungs.
d. Maybe food is digested in the stomach and small intestine.

19. Which of the following sentences supports the

conclusion?
a. Blood transport food, gasses and wastes to and from the
cells of the human body.
b. Oxygen enters the body through the air sacs of the lungs.
c. Blood carries solid waste from the body.
d. Food is digested in the stomach.

20. What conclusion can be drawn from the selection?

a. Without blood, the body will become pale.
b. Blood sustains the life functions of the human body.
c. Blood cells carry oxygen to all parts of the body.
d. Blood cells travel to all parts of the body.

Noong araw si Tigre ang hari ng lahat ng mababangis na

hayop. Si Tigre ay may maitim na balahibo, mga matang tulad ng
apoy at ngiping kasintalim ng mga kutsilyo na ginagamit Source:
niya sa
pagpatay at pagkain ng iba pang
National hayop.
Assessment Test (NAT)- Grade VI
Isang araw, pagkatapos mag-agahan naglakad-lakad si Tigre
at napadaan sa isang bukid sa paanan ng bundok. Series, 2011
May napansin
siyang isang bagay na hindi niya maintindihan. Nakita niya ang
APPENDIX
isang kalabaw na humihila ng araroBkasunod ang isang kabataang
magsasaka na walang tigil sa pagsigaw at pagpalo sa kalabaw.
Reading Comprehension Test in Filipino
Hindi makapayag si Tigre na mangyari ito sa kanyang kaharian.
Hinintay niyang magpahinga ang magsasaka at ang kalabaw.
Pangalan: ____________________________
Kinausap niya ang kalabaw at tinanong kung Petsa: __________
bakit hinahayaan
Baitangniyang
& Seksyon: __________________
sigawan at paluin siya ng magsasaka. Sumagot si Kalabaw
at sinabing mayroon itong karunungan. Nayamot si Tigre dahil
hindi niya alam kung ano ang karunungan at pinilit niyang alamin
Panuto: Basahin ang mga kwento at sagutin ang mga tanong.
sa magsasaka kung ano ito. Subalit sinagot siya ng magsasaka na
A. Para sa Bilang
naiwan niya 1-5
ito sa bahay. Nangulit si Tigre na makita ang
karunungan at umayon naman ang magsasaka sa kundisyon na
itatali muna ang Tigre upang di kainin ang kanyang alagang
kalabaw.
Sila ay nagkasundo. Pumayag si Tigre. Pagkatapos maitali si
Tigre, kumuha ng mga dahon at tuyong kahoy ang magsasaka saka
ito sinindihan. Hirap na hirap si Tigre na pinagtawanan ni Kalabaw
78
subalit natalisod si Kalabaw nabungi ang dalawang ngipin sa itaas.
Nasunog naman ang tali kaya si Tigre ay nakawala. Naging kulay
1. Anong katangian mayroon si Tigre?
a. Mailap c. Mabait
b. Mabangis d. Matalino
2. Alin ang maaaring pamagat ng kwento?
a. Ang Tigre at Ang Magsasaka
b. Ang Kalabaw at Ang Magsasaka
c. Ang Tigre, Kalabaw at Ang Magsasaka
d. Ang mga Kulay a Ugali ng Tigre at Kalabaw

3. Ano ang sanhi ng pagkawala ng dalawang ngipin ng kalabaw?

a. Pagkatisod
b. Pagkatali niya sa tigre
c. Pagsindi ng mga tuyong kahoy
d. Pagtawa sa nasusunog na tigre

4. Saan nakita ni tigre ang magsasaka at kalabaw?

a. Tumana c. bukid

79
 b. Bundok d. gubat

5. Ano ang angkop na wakas ng kuwento?

a. Naging mahiyain si Kalabaw dahil nawala ang dalawang ngipin
sa unahan
b. Naging magkaibigan sina Tigre at Kalabaw
c. Nalungkot si Tigre sa nangyari sa kanya
d. Nagbalik si Tigre sa gubat na iba na ang kulay

B. Para sa Bilang 6-10

Paghusayan mo ang pagtakbo, Carlo. Ikaw lamang ang

maararing magbigay ng karangalan sa ating paaralan, paalala ng
kanyang guro. Bago dumating ang araw ng paligsahan, si Carlo
ay nagpraktis nang mabuti kaya siya ay umaasang mananalo.
Nakahelera na ang mga kalahok. Si Carlo ay handing-handa na.
Isa…dalawa…tatlo…! Bang!
Parang palasong tumakbo ang mga kalahok. Nangunguna si
Carlo! Bilisan mo pa, Carlo. “sigaw ng kanyang mga kaklase.” Binilisan
pa nga ni Carlo ang pagtakbo, ngunit nang malapit na siya sa finish
line, ano’t bigla siyang natabihan ng isang malaking kalaho na
ikinadapa niya. Natalo si Carlo sa paligsahan. “Talagang ganyan,
Carlo,” alo ng kangyang guro. Ikaw naman ay nagsikap. Hindi mo pa
lang panahon. Kahit na masama ang loob ni Carlo ay nakuha pa rin
niya ang ngumiti
6. Alin sa mga at bumati sa ang
sumusunod mgapaksang
nanalo. diwa ng kuwento?
a. Ang pag-asang manalo ng isang kalahok sa paligsahan
b. Ang pagsali ng kalahok sa isang palaro sa paaralan
c. Ang pagbibigay ng suporta ng mga guro at kamag-aral
d. Ang pagtanggap ng pagkatalo na maluwag sa iyong kalooban

7. Anong pag-uugali ang ipinakita ni Carlo sa kanyang pagkatalo sa

paligsahan?
a. Maginoo
b. Matalino
c. Matapang
d. Masunurin

8. Sa pag-alo ng kanyang guro kay Carlo, ipinakita niyang siya ay

______________.

80
 a. Mahusay magsalita
b. Matiyagang tagapagsanay
c. maunawaing tagapagturo
d. mahinahong magpasya

9. Bakit nakuha pang ngumiti ni carlo kahit natalo siya sa

paligsahan?
a. Pinayuhan niya ang guro
b. Di masama ang lood niya
c. Di siya nagsisisi sa nangyari
d. Isport siya

10. Batay sa pagsasalaysay, ano ang maaring maging

kalabasan ng pangyayari dahil sa pagkatalo niya?
a. Di na siya maglalaro muli
b. Magsasanay pa siyang mabuti
c. Poproktektahan niya ang sarili para di matabig
d. Di na siya paglalaruin muli

Anak-mayaman si Dennis. Wala siyang ginawa sa buhay kundi

kumain, matulog,
C. Para mag-aral,
sa Bilang 11-15 maglaro ng chess at computer. Hated-
sundo siya sa paaralan ng kanilang kotse. Kapag natatanaw niya mula
sa kanilang sasakyan ang mga mahihirap na iskwater, naitatanong
niya sa sarili kung bakit may mga nilalang na ganoon. Minsan,
nasiraan ng kotse sina Dennis. Habang kinukumpuni ang sasakyan,
bumaba siya at lumapit sa dalawang batang nagbubungkal ng basura.
Kapag may nakitang anumang bagay na pakikinabangan inilalagay nila
ito sa kanilang kariton. Nakipagkaibigan siya sa mga bata at nalaman
niya sa mga ito kung bakit sila naghahanap buhay, ano ang hinahanap
sa basurahan, saan naninirahan at marami pang ibang bagay tungkol
sa kanilang pamumuhay.

Maraming natutunan si Dennis tungkol sa katotohanan sa buhay.

Maya-maya pa nang natapos nang gawin ang kotse at paalis na sila
mabilis na inaabot ni Dennis ang kanyang naipong pera mula sa
kanyang allowance sa dalawang bata. Nasabi niya sa kanyang sarili na
“marami akong dapat ipagpasalamat sa Diyos sa mga biyayang
ibinigay Niya sa akin at dapat lamang na ako’y tumulong sa mga
81
mahihirap paglaki ko.”
 11. Ano ang naitatanong ni Dennis sa kanyang sarili kapag
nakakita siya ng mga iskwater?
a. Ano ang hinahanap ng mga bata sa basurahan
b. Anu-ano ang dapat niyang ipagpasalamat sa Poong Maykapal
c. Kung bakit may mga taong salat ang pamumuhay
d. Kung saan niya matatagpuan ang mga taong walang
hanapbuhay.

12. Ano ang paksang diwa na tinutukoy sa akda?

a. Isang anak ng ibig matuto sa buhay
b. Taong pinagpala sa lahat ng karangyaan sa buhay
c. Batang mausisa sa mga nakikita niya sa paligid
d. Isang anak-mayaman na may ginintuang-puso

13. Anong magagandang katangian ang ipinaakita ni Dennis sa akda?

a. Matulungin at maawain
b. Mabait at mayaman
c. Matalino at masunurin
d. Maunawain at mapagmasid

14._Batay sa pananalita ni Dennis, masasabi nating siya ay iisang

batang ______________.
a. Magalang c.matulungin
b. Mausisa d. maasikaso

15._Sa iyong palagay, ano ang maaaring mangyari sa pagbibinata ni

Dennis?
a. Magiging mapagkawanggawa siya sa mga taong kapus-palad.
b. Tutulong na siya sa mga gawaing bahay sa kanilang tahanan
c. Aampunin niya ang mga batang mahihirap sa kanilang lugar

82
 d. Pagtutuunin niya ng pansin ang kanilang kabuhayan at
negosyo

D. Para sa Bilang 16-20

Si Thor ay labing-isang taong gulang. Siya’y kinatutuwaan ng

lahat. Likas ang kanyang kasipagan at matiisin. Siya ay nag-iigib ng
tubig. Kahit siya’y mahirap, hindi ito nagging hadlang sa tagumpay
niyang inaasam. Ito ang nagging inspirasyon niya upang siya’y
magsikap. Dahil sa sipag at tiyaga ni Thor, nakabili siya ng bisikleta.
Ginamit niya ito sa pagrarasyon ng tinapay bago siya pumasok sa
paaralan, dahil ditto nakaipon siya sa bangko.

Nagtapos si Thor ng kanyang pag-aaral at ipinagpatuloy niya

ang pagsisikap upang maabot ang kanyang tagumpay.

16._Ang kasingkahulugan ng salitang hadlang ay _____?

a. saksi c. kasama
b. gabay d. sagabal

17. Sa tingin mo, bakit kailangang magsikap at mag-aral ang

isang tao?

a. Upang makapagtapos.
b. Upang magtagumpay sa buhay.
c. Upang maging mayaman at magkaroon ng maraming pera.
d. Upang magkaroon ng maraming kaalaman.

18._Bakit kinatutuwaan ng marami ang batang si Thor?

a. Siya ay nagtatrabaho sa buong magdamag.

b. Siya ay masipag at marunong maghanapbuhay.
c. Siya ay matiisin sa mga bagay na dinaranas niya.
d. Siya ay matoyagang naghihintay ng mga ipag-uutos sa
kanya.

19._Paano narrating ni Thor ang kanyang tagumpay sa buhay?

a. Nag-ipon siya ng maraming pera.

83
 b. Marami ang nasiyahang mga kapitbahay sa kanya.
c. Ibayong sipag at tiyaga ang nagging puhunan niya.
d. Lahat ng mapaghahanapbuhayan ay kanyang pinasok.

20._Ano ang pangunahing kaisipan ng talataan?

a. Ang kahirapan ay di hadlang upang ikaw ay magtagumpay.

b. Ang pera ay batayan ng pagkakaroon ng yaman tao.
c. Ang likas na kaisipan ay isang inspirasyon. ng
d. Ang suwerte kapag dumating ay dapat huwag palampasin.

Source:

National Assessment Test-Grade VI

Series, 2011

APPENDIX C

Answer Key for Reading Comprehension Test in English

1. B 11. B

2. D 12. D

3. D 13. A

4. D 14. D

5. A 15. C

6. A 16. B

7. D 17. C

84
 8. B 18. D

9. C 19. A

10. A 20. B

APPENDIX D

Answer Key for Reading Comprehension Test in Filipino

1. B 11. C

2. C 12. D

3. A 13. A

4. C 14. C

5. D 15. A

6. D 16. D

7. A 17. B

85
 8. C 18. B

9. D 19. C

10. B 20. A

APPENDIX E

LETTER OF APPROVAL
Western Mindanao State University
College of Teacher Education
Zamboanga City
School Principal
Integrated Laboratory School
Elementary Department

Madam:
The undersigned are currently conducting a research study
entitled “The Reading Comprehension Abilities of Selected Grade Six Pupils
in English and Filipino.”
In this regard, may we ask your good office the permission to
use the pupils as our respondents in our study?
The data that we shall gather would be a great help in the
accomplishment of our Bachelors Thesis. Rest assured that all the data will
be kept with outmost confidence following research ethics.

86
 Any assistance given shall be highly
appreciated.
Thank you very much!
Researchers:
Alpatanih S. Anggot
Christopher Contreras
Nilvin V. Espino
Nurann A. Legardo
Laarnie Grace Pardillo
Noted:
Dr. Chona Quezon-Sarmiento
Course Mentor

Alpatanih S. Anggot
Carmelita Drive, Talon-Talon, Zamboanga City

[email protected]

09351114057

Personal Information

Date of Birth July 5, 1992

Age 21 years old
Place of birth Tinutungan Tongkil Sulu
Religion affiliation Muslim
Ethnicity Tausug
Educational Attainment
2010-2014 Bachelor of Elementary Education,
Western Mindanao State University
Normal Road, Baliwasan, Zamboanga City

87
2006-2010 Zamboanga State College of Marine Sciences and
Technology. Fort Pilar Zamboanga City

2000-2006 Tinutungan Elementary School. Tongkil Sulu

Organization

2010 Muslim Student Association (MSA)

2012 Board Resolution No. 15(B.R)

Training and seminars

2010 Participated as a volunteer of Anti-Human

Trafficking in Western Mindanao State
University

2012 Participated as a volunteer of Summer of

Service (SOS) in Ateneo de Zamboanga
City

2013 Participates as a volunteer during

Zamboanga Siege in Western Mindanao
State University

Honors

2010 Elected as a Vice-President of Muslim

Student Association (MSA) organization.
ZSCMST

2011 Champion in “BALAGTASAN” University

wide. WMSU

2013 Elected as President of Board Resolution

No.15. WMSU

Talents and Skills

Proficient in Arabic Language

Computer Literate
 Microsoft Word
 Microsoft Excel

88
  Microsoft Power Point

CHARACTER REFERENCES
 Hamid Irin-Brgy Chairman of Sta. Barbara
 Edgar Rosales-Dean of the College of Education
 Ma’am Bacang- BEEd IV-b Adviser

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

Christopher Contreras
Purok IV-Zone 2, Quiniput,Zamboanga City

[email protected]

09359339271

Personal Information

Date of Birth July 20, 1990

Age 23 years old

Place of birth Quiniput, Zamboanga City

Religion affiliation Islam

Ethnicity Zamboangeño

Educational Attainment
2010-2014 Bachelor of Elementary Education,
Western Mindanao State University
Normal Road, Baliwasan, Zamboanga City

2004-2008 Curuan National High School

89
 Curuan, Zamboanga City

1997-2004 Cristino M. Paragas Memorial Elementary School

Quiniput, Zamboanga City

Organization

2013-2014 Muslim Student Association (MSA)

2011-2014 Student Scholar Association

Training and seminars

2010 Participated as a volunteer of Anti-Human

Trafficking in Western Mindanao State
University

2012 Participated in a three-day training

workshop on K-12 Curriculum in WMSU

2013 Participates as a volunteer during

Zamboanga Siege in Western Mindanao
State University

Honors

2008 Graduated as Third Honourable Mention in

High School

2012 Champion in “English Quiz” University

wide. WMSU

2013 Finished as Most Outstanding in Job

Enabling English Proficiency (JEEP).
WMSU

Talents and Skills

Poem Writing
Computer literate
 Microsoft Word
 Microsoft Excel
 Microsoft Power Point
 Adobe Photoshop

90
CHARACTER REFERENCES
 Dr. Ana Louisa B. Perez, OIC School
Principal, ILSED-WMSU
 Nolan S. Iglesia- Dean of the College of
Education
 Primitivo C. Paragas, Barangay Chairman-
Quiniput, Zamboanga City

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

Nilvin V. Espino
Zone 1 Justo Uro, Putik, Zamboanga City

[email protected]

09365087915

Personal Information

Date of Birth July 07, 1993

Age 20 years old
Place of birth Alicia, Zamboanga Sibugay Province
Religion affiliation Roman Catholic
Ethnicity Chavacano

Educational Attainment
2009-2014 Bachelor of Elementary Education,
Western Mindanao State University

91
 Normal Road, Baliwasan, Zamboanga City

2005-2009 Dawa-Dawa National High School

Alicia, Zamboang Sibugay

1999-2005 Sto.Nino Elementary School

Alicia, Zamboanga Sibuagy

Training and seminars

2012 Participated in a three-day training

Workshop on K-12 Curriculum at WMSU

Participated in a one-day Educational

Seminar (Photostory Making) at WMSU

2013 Enrolled in Job Enabling in English

Proficiency at WMSU

Participated in MTB-MLE Seminar at

WMSU

2014 ` Participated in the Employment Forum at

WMSU

Talents and Skills

Proficient in English Language
Computer literate
 Microsoft Word
 Microsoft Excel
 Microsoft Power Point
 Adobe Photoshop
Dancer
Artist (drawer and Painter)

Character References
 Ruth Miriam Racho – CSB Coordinator of the College of Teacher

92
 Education
 Bernardita Bacang -Professor of the
College of Teacher Education
 Dr. Thelma Villanueva - Guidance
Coordinator of WMSU

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

Nurann A. Legardo
Purok I- Zone IV, Taluksangay, Zamboanga City

[email protected]

09067291006

Personal Information

Date of Birth May 04, 1994

Age 19 years old
Place of birth Taluksangay, Zamboanga City
Religion affiliation Islam
Ethnicity Samal Bangingi
Educational Attainment
2010-2014 Bachelor of Elementary Education,
Western Mindanao State University
Normal Road, Baliwasan, Zamboanga City

2006-2010 Taluksangay National High School

93
 Taluksangay, Zamboanga City

2000-2006 Taluksangay Elementary School

Taluksangay, Zamboanga City

Organization

2010-2014 Muslim Student Association (MSA)

2013-2014 Eternal Youth Organization

2010-2014 Risale-I Nur Institute Organization Philippines

Training and seminars

2010 Participated as a Volunteer of Anti-Human

Trafficking in Western Mindanao State
University

2012 Participated in a three-day training

Workshop on K-12 Curriculum in WMSU

Honors

2010 Graduated as Valedictorian. Taluksangay

National High School

2011 Elected as a Vice-President of Muslim

Student Association (MSA) organization.
WMSU

2013 Finished as Most Outstanding in Job

Enabling English Proficiency (JEEP).
WMSU

Talents and Skills

Proficient in Arabic Language
Computer literate
 Microsoft Word
 Microsoft Excel
 Microsoft Power Point
 Adobe Photoshop

94
CHARACTER REFERENCES
 Dr. Ana Louisa B. Perez, OIC School Principal, ILSED-WMSU
 Nolan S. Iglesia-Dean of the College of Education
 Abdurahman Nuño, Barangay Chairman- Taluksangay, Zamboanga City

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

Laarnie Grace Pardillo

Divisoria, Zamboanga City

[email protected]

Personal Information

Date of Birth November 20, 1992

Age 21 years old
Place of birth Dumalinao, Zamboanga Del Sur
Religion affiliation Roman Catholic
Ethnicity Bisayan

Educational Attainment
2010-2014 Bachelor of Elementary Education,
Western Mindanao State University
Normal Road, Baliwasan, Zamboanga City

2006-2010 Secondary Education

Basila State College, Laboratory High School
Basilan

95
2000-2006 Elementary Education
Sta. Clara Central School, Basilan

Organization

2010-2014 Mujeres Club, College of Education

2013-2014 Eternal Youth Organization

Training and seminars

2010 Participated as a Volunteer of Anti-Human

Trafficking in Western Mindanao State
University

2012 Participated in a three-day training

Workshop on K-12 Curriculum in WMSU

Honors

2010 Graduated as 1st Honorable Mention. Basilan

State College, Laboratory High School

2013 Finished as Most Outstanding in Job

Enabling English Proficiency (JEEP).
WMSU

Talents and Skills

Proficient in English and Malay Language
Computer literate
 Microsoft Word
 Microsoft Excel
 Microsoft Power Point
 Adobe Photoshop

Character References
 Dr. Ana Louisa B. Perez, OIC School Principal, ILSED-WMSU
 Nolan S. Iglesia-Dean of the College of Education
 Prof. Bernardita Bacang- Professor, College of Teacher Education

96
 I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

97