Presentation- Research.pptx

BNKKBSNPLK:READING COMPREHENSION PROFIENCY OF
SVCSBI SENIOR HIGH SCHOOL STUDENT
Chapter IV
DATA ANALYSIS AND INTERPRETATION

This chapter contained the results of the records gathered from the
conducting of the survey by the researchers. It presented the interpretation
of all the answers of the respondents. The data collected will be processed
to address the problems stated in the first chapter of this research. The
ways of collecting the data which were written in the Methodology are
strictly followed.
For the quantitative part of the study, the frequencies are systematically
accumulated through the distribution of survey questionnaires and
conducting of key interviews. Meanwhile, to get a qualitative overview of
the topic, the researchers interviewed three students and one language
teacher from the Senior High School department of Saint Vincent Catholic
School of Bayambang Inc. (SVCSBI).

General Statistics
Table 1. The number of respondents
Respondents’ Strand Frequency Percentage
HUMSS 44 43.6%
STEM 42 41.1%
ABM 15 14.9%
Total 101 100%

Table 1 showed the over-all population of the students who are
part of the survey. It presents the corresponding strands the involved
respondents were into. There are respondents from the strands of
HUMSS, STEM and ABM of the Senior High School department.

Table 2. Age Bracket of the Respondents
Age Frequency Percentage
15 2 2%
16 35 33.7%
17 55 54.5%
18 9 8.9%
Total 101 100%

Among the 101 respondents, there were only two (2) students
who are aged 15. On the other hand, thirty-five (35) respondents state
that they were 16 years old. fifty-five (55) of them claimed that they
17 years old. Lastly, the oldest age in the bracket which is 18 years
old has only nine (9) respondents in the tally.

Table 3. Gender of the Respondents
Gender Frequency Percentage
Male 57 56.4%
Female 44 43.6%

Table 3 proved that 57 out of 101 respondents of the Junior
and Senior High School students of SVCSBI came from male
students while 44 of them came from female students.

To present the data gathered from the survey
questionnaires, tables containing only the necessary frequencies
from the accumulated responses of the students are shown. Also,
to interpret those statistics that we have gathered, tables
resembling the Likert scale was used.
Data Interpretation

Table 4. Likert Scale
Range/Weighted Mean Interpretation
0 None
0.1– 2 Very Few
2.1 – 4 Few
4.1 – 6 Some
6.1 – 8 Many
8.1 or more Most

The criterion used was the Likert Scale formula,
Likert scale measures attitude and behavior using
questions with choices that range from one extreme to
another.

Table 5. Percentage of the students who believe that teacher’s motivation has a
significant impact on students’ reading interest
Question 1. The motivation of my teacher has a significant impact on my
reading interest as a student.
Particulars Frequency Percentage Range/
Weighted
Mean
Interpretation
Strongly Agree 50 49.5% 10 Most
Agree 39 38.6% 7.8 Many
Neutral 9 8.9% 1.8 Very Few
Disagree 2 2% 0.4 Very Few
Strongly
Disagree
1 1% 0.2 Very Few
Total 101 100%

Table 5 familiarized us to the fact that ‘most’ and ‘many’ of
the respondents strongly agreed and agreed that the motivation
of their teacher has a significant impact on their reading interest
as a student. While for the rest of the particulars have ‘very few’
answers.

Table 6. Percentage of students who use what information they have to figure out a
word’s definition.
Question 2. When I don't comprehend a word, I use what information I've
already read to figure out what it means.
Weighted
Mean
Interpretation
Strongly Agree 33 32% 6.6 Some
Agree 56 55.4% 11.2 Most
Disagree 4 3.9% 0.8 Very Few
Strongly
Disagree
1 4% 0.2 Very Few
Total 101 100%

33 of the total population strongly agreed to the statement
that they use whatever information they have when they
cannot comprehend a word. ‘most’ with 56 expressed
agreement, while ‘very few’ of the spectrum abstained and
opposed

Table 7. Percentage of students who prefers to have a variety of reading resources and
assignments that in developing their reading analysis, interpretation, and
comprehension.
Question 3. As a student, I prefer to be given a variety of reading resources
and assignments that will help me develop my reading analysis,
interpretation, and comprehension.
Weighted
Mean
Interpretation
Strongly Agree 27 26.7% 5.4 Some
Agree 50 49.5% 10 Most
Neutral 20 19.8% 4 Few
Strongly
Disagree
2 1.9% 0.4 Very Few
Total 101 100%

In the statement, “As a student, I prefer to be given a
variety of reading resources and assignments that will help me
develop my reading analysis, interpretation, and
comprehension”, 27 and 50 chose strongly agree and agree as
their answer. 20 of them remained neutral. Meanwhile, ‘very
few’ students oppose, garnering only two (2) answers for both the
‘disagree’ and ‘strongly disagree’.

Table 8. Percentage of the students who believe that attentive reading does not assist
them in improving their reading skills or comprehension.
Question 4. Attentive reading does not assist me improve my reading skills
or comprehension.
Weighted
Mean
Interpretation
Strongly Agree 4 4% 0.5 Very Few
Agree 15 14.8% 3 Few
Neutral 20 19.8% 4 Few
Disagree 43 42.5% 8.6 Most
Strongly
Disagree
19 18.8% 3.8 Few
Total 101 100%

Table 8 exhibited that the number of respondents who
agreed or chose to be neutral to the inquiry are ‘few’.
While, the majority of 43 students have considered
‘disagree’ as their final answer. 19 have set their eyes on
‘strongly disagree’.

Table 9. Percentage of students who struggle in understanding complex words and
sentences.
Question 5. There are instances where I struggle to understand complex
words or sentences.
Weighted
Mean
Interpretation
Strongly Agree 26 25.7% 5.2 Some
Agree 56 55.4% 11.2 Most
Strongly
Disagree
3 3% 0.6 Very Few
Total 101 100%

As shown in the table above, ‘most’ of the population
expressed their agreement with 26 and 56 students in
strongly agree and agree. 9 students did not take any
sides. Nonetheless, there are still 7 and 3 opposed,
answering ‘disagree’ and ‘strongly disagree’ respectively.

Table 10. Percentage of students who require parental guidance and tutorial reading
at home to improve knowledge and to analyze reading selection.
Question 6. I require parental guidance and tutorial reading at home to help
me improve my knowledge and analyze my reading selection.
Weighted
Mean
Interpretation
Strongly Agree 10 9.9% 2 Very Few
Agree 34 33.7% 6.8 Many
Neutral 25 24.8% 5 Some
Disagree 19 18.8% 3.8 Few
Strongly
Disagree
13 12.9% 2.6 Very Few
Total 101 100%

Table 10 reflects on the statement; “I require parental
guidance and tutorial reading at home to help me improve
my knowledge and analyze my reading selection”. In this,
10 respondents expressed strongly agreement, 34 of them
simply agreed. ‘Very few’ quantity were either uncertain
with their answer or went against the query.

Table 11. Percentage of students who use teaching aids, whether visual or audio as an
assistant coping with and comprehending the reading materials.
Question 7. Teaching aids, whether visual or audio, assist me in coping with
and comprehending the reading materials.
Weighted
Mean
Interpretation
Strongly Agree 16 15.8% 3.2 Few
Strongly
Disagree
1 1% 0.2 Very Few
Total 101 100%

Table 11 familiarized us to the fact that there were 16
and 65 respondents who strongly agreed and agreed that
teaching aids, whether visual or audio, assist them in
coping with and comprehending the reading materials. 11
students picked ‘neutral’, 8 disagreed, and only 1 strongly
disagreed.

Table 12. Percentage of students who believe that the use of reading teaching
techniques and strategies by teachers aids in the easy and rapid comprehension of
students
Question 8. The use of reading teaching techniques and strategies by
teachers aids in the easy and rapid comprehension of students like
me.
Weighted
Mean
Interpretation
Strongly Agree 22 21.7% 4.4 Few
Agree 70 69.3% 14 More
Neutral 6 5.9% 1.2 Some
Disagree 2 2% 0.4 Very Few
Strongly
Disagree
1 1% 0.2 Very Few
Total 101 100%

According to the table shown above, there are 22 and
70 students who strongly agree and agree regarding the
use of reading teaching techniques and strategies by
teachers aids in the easy and rapid comprehension of
students like me. 6 of them are still not sure about their
answer. While 2 of them contradict and answer ‘disagree’,
and only 1 answered ‘strongly disagree’.

Table 13. Percentage of students who think that a students' reading comprehension
skills may worsen as a result of a lack of reading materials and textbooks
Question 9. A students' reading comprehension skills may worsen as a result
of a lack of reading materials and textbooks.
Weighted
Mean
Interpretation
Strongly Agree 32 31.7% 6.4 Many
Neutral 10 9.9% 2 Very Few
Strongly
Disagree
0 0 0 None
Total 101 100%

In table 9, It clarifies to us that there are 32 students
who strongly agreed and a majority of 55 agreed to the
statement, a students' reading comprehension skills may
worsen as a result of a lack of reading materials and
textbooks. 10 of them were still undecided about their
answer. 4 students expressed their disagreement, while
none chose ‘strongly disagree’ as their pick.

Table 14. Percentage of students who think that oral reading significantly helps in the
development of a student’s linguistic development.
Question 10. Oral reading significantly helps in the development of a
students' linguistic intelligence.
Weighted
Mean
Interpretation
Strongly Agree 47 46.5% 9.4 Most
Agree 51 50.5% 10.2 Most
Neutral 3 3% 0.6 Very Few
Disagree 0 0% 0 None
Strongly
Disagree
0 0% 0 None
Total 101 100%

As shown above, table 14 reports that 47 of the
respondents strongly agreed that oral reading significantly
helps in the development of a students' linguistic
intelligence. 51 agreed to the statement while 3 are not
sure with their answers. None of the participants opposed.

Key Interviews
In this part of the Chapter IV, the researchers sought the help of four (4)
respondents to answer various interview questions. One (1) is an English
language teacher, two (3) are from the senior high school student department,
representing each of the three strands of ABM, HUMSS and STEM of the Saint
Vincent’s Catholic School of Bayambang Inc. This is to support and prove the
main point of this study. Interviews are conducted to get the qualitative overview
of this research.

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