Factors Affecting the Reading Comprehension Level of Grade VI Learners of Sel...SubmissionResearchpa
This study probed on factors affecting the reading comprehension among 264 Grade Six learners in the three selected schools in the District of Tanza Cavite for the academic year 2018-2019. The researcher aptly considered the descriptive method of research using Phil-IRI Test and a researcher- made questionnaire as data gathering instruments. The gathered data were analyzed through percentage, mean, arbitrary scale with its corresponding adjectival interpretation, and the Pearson product moment of correlation. The singular hypothesis was tested at 0.05 level of significance. Findings revealed that majority of the Grade VI learners comprised the instructional level of reading comprehension; the parent, home, teacher and learner factors all have moderate extent of association to the learners’ level of reading comprehension; and that the parent factor had a weak association with learners’ level of reading comprehension, while home, teacher and learner factors have had a negligible association with learners’ reading comprehension level. Furthermore, it revealed that the all the factors considered significantly affect the reading comprehension of the 6th Grade learners. The researcher therefore recommends Reading/English teachers and school managers to expose students with variety of reading materials so it can positively affect learners level of reading comprehension; and that the external stakeholders must be informed on the relevance of reading activities at school and at home to ensure that learners will be molded holistically. by Amado Montera Cadiong 2020. Factors Affecting the Reading Comprehension Level of Grade VI Learners of Selected Elementary School in the District of Tanza, Cavite. International Journal on Integrated Education. 2, 5 (Mar. 2020), 44-53. DOI:https://doi.org/10.31149/ijie.v2i5.141. https://journals.researchparks.org/index.php/IJIE/article/view/141/138 https://journals.researchparks.org/index.php/IJIE/article/view/141
Barker, kimberly the power of play nftej v21 n3 2011 copyWilliam Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
MEASURING STUDENTS’ MENTAL TOUGHNESS AND REFLECTIONTOWARDS ENHANCED LEARNIN...RayRudolfPastrana1
The study measured the influence of mental toughness and reflection on learning to the academic performance in Science of the junior high school students in Kakawate National High School during the first quarter of the School Year 2022-2023.
Factors Affecting the Reading Comprehension Level of Grade VI Learners of Sel...SubmissionResearchpa
This study probed on factors affecting the reading comprehension among 264 Grade Six learners in the three selected schools in the District of Tanza Cavite for the academic year 2018-2019. The researcher aptly considered the descriptive method of research using Phil-IRI Test and a researcher- made questionnaire as data gathering instruments. The gathered data were analyzed through percentage, mean, arbitrary scale with its corresponding adjectival interpretation, and the Pearson product moment of correlation. The singular hypothesis was tested at 0.05 level of significance. Findings revealed that majority of the Grade VI learners comprised the instructional level of reading comprehension; the parent, home, teacher and learner factors all have moderate extent of association to the learners’ level of reading comprehension; and that the parent factor had a weak association with learners’ level of reading comprehension, while home, teacher and learner factors have had a negligible association with learners’ reading comprehension level. Furthermore, it revealed that the all the factors considered significantly affect the reading comprehension of the 6th Grade learners. The researcher therefore recommends Reading/English teachers and school managers to expose students with variety of reading materials so it can positively affect learners level of reading comprehension; and that the external stakeholders must be informed on the relevance of reading activities at school and at home to ensure that learners will be molded holistically. by Amado Montera Cadiong 2020. Factors Affecting the Reading Comprehension Level of Grade VI Learners of Selected Elementary School in the District of Tanza, Cavite. International Journal on Integrated Education. 2, 5 (Mar. 2020), 44-53. DOI:https://doi.org/10.31149/ijie.v2i5.141. https://journals.researchparks.org/index.php/IJIE/article/view/141/138 https://journals.researchparks.org/index.php/IJIE/article/view/141
Barker, kimberly the power of play nftej v21 n3 2011 copyWilliam Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
MEASURING STUDENTS’ MENTAL TOUGHNESS AND REFLECTIONTOWARDS ENHANCED LEARNIN...RayRudolfPastrana1
The study measured the influence of mental toughness and reflection on learning to the academic performance in Science of the junior high school students in Kakawate National High School during the first quarter of the School Year 2022-2023.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Effect of reading comprehension package with rich media in english on upper p...andrewkannittayil
This is a paper presentation by Dr. Dhanya C S and Prof. (Dr.) Geetha Janet Vitus on the
effect of Reading Comprehension Package with Rich media in English on Upper Primary
Students. Here the investigator gives a detailed explanation of the methodology she used, her
findings and further suggestions in this area.
Instructions of Intervention Plan· Intervention PlanStudents.docxdirkrplav
Instructions of Intervention Plan
· Intervention Plan
Students are asked to read several of the research presentations and respond to ONE of them by creating a lesson plan or plan for intervention to assist individuals with the problems described in the research presentation.
· This assignment addresses the teaching goal of identifying strategies for facilitating the development of people. For example, if your classmate's presentation concerns adolescent identity in the face of parental divorce, create a plan for intervention or treatment to help those adolescents that is based on the conclusions of the research presentation.
· If your classmate's presentation concerns caregivers' health problems in the face of a family member with Alzheimer's, create a plan for intervention or treatment to help those caregivers that is based on the results of the studies summarized in the presentation.
· If your classmate's presentation concerns college student grades in the face of extracurricular involvement in athletics, create a lesson plan or intervention plan to help college students that is based on the results of the studies.
· If your classmate's presentation concerns the effects of silent reading on middle schoolers' comprehension skills, create a lesson plan to help middle schoolers that is based on the results of the studies.
· Convince me that your plan is based on the results of the studies.
· Please create your OWN intervention--do not borrow one used in your school district or found in another study.
· Think CREATIVELY about what you might do, why it should work, and exactly how you would implement it. Think through the steps of implementation.
The plan should identify a target audience, and a target frame of duration, and contain an objective, a summary of skills to be developed, and specific techniques for reaching the objective and developing the skills. Be sure to identify the research presentation that you are responding to and explain how your intervention addresses the issues explained in your classmate’s research presentation.
Please note that in your References section you should not include any article that you yourself have not read.
Your classmate’s research presentation will list both of the studies your classmate read to produce the research presentation. I encourage you to work from the summaries produced by your classmate. Unless you have read those original studies yourself, you may not ethically cite those studies. If you use other sources in preparing your IP, you should cite those sources faithfully.
I prefer that you write your IP in Word. Please attach the rubric (available under the purple button "Course Documents") to the end of your plan.
The IP will be evaluated according to the rubric under Course Documents and is worth 7% of your course grade. Please send the IP (in a Microsoft Word format) to me as an email attachment with the rubric copied into the last pages no later than the date lis.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Effect of reading comprehension package with rich media in english on upper p...andrewkannittayil
This is a paper presentation by Dr. Dhanya C S and Prof. (Dr.) Geetha Janet Vitus on the
effect of Reading Comprehension Package with Rich media in English on Upper Primary
Students. Here the investigator gives a detailed explanation of the methodology she used, her
findings and further suggestions in this area.
Instructions of Intervention Plan· Intervention PlanStudents.docxdirkrplav
Instructions of Intervention Plan
· Intervention Plan
Students are asked to read several of the research presentations and respond to ONE of them by creating a lesson plan or plan for intervention to assist individuals with the problems described in the research presentation.
· This assignment addresses the teaching goal of identifying strategies for facilitating the development of people. For example, if your classmate's presentation concerns adolescent identity in the face of parental divorce, create a plan for intervention or treatment to help those adolescents that is based on the conclusions of the research presentation.
· If your classmate's presentation concerns caregivers' health problems in the face of a family member with Alzheimer's, create a plan for intervention or treatment to help those caregivers that is based on the results of the studies summarized in the presentation.
· If your classmate's presentation concerns college student grades in the face of extracurricular involvement in athletics, create a lesson plan or intervention plan to help college students that is based on the results of the studies.
· If your classmate's presentation concerns the effects of silent reading on middle schoolers' comprehension skills, create a lesson plan to help middle schoolers that is based on the results of the studies.
· Convince me that your plan is based on the results of the studies.
· Please create your OWN intervention--do not borrow one used in your school district or found in another study.
· Think CREATIVELY about what you might do, why it should work, and exactly how you would implement it. Think through the steps of implementation.
The plan should identify a target audience, and a target frame of duration, and contain an objective, a summary of skills to be developed, and specific techniques for reaching the objective and developing the skills. Be sure to identify the research presentation that you are responding to and explain how your intervention addresses the issues explained in your classmate’s research presentation.
Please note that in your References section you should not include any article that you yourself have not read.
Your classmate’s research presentation will list both of the studies your classmate read to produce the research presentation. I encourage you to work from the summaries produced by your classmate. Unless you have read those original studies yourself, you may not ethically cite those studies. If you use other sources in preparing your IP, you should cite those sources faithfully.
I prefer that you write your IP in Word. Please attach the rubric (available under the purple button "Course Documents") to the end of your plan.
The IP will be evaluated according to the rubric under Course Documents and is worth 7% of your course grade. Please send the IP (in a Microsoft Word format) to me as an email attachment with the rubric copied into the last pages no later than the date lis.
Collapsing Narratives: Exploring Non-Linearity • a micro report by Rosie WellsRosie Wells
Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
Their work is focused on developing meaningful and lasting connections that can drive social change.
Please download this presentation to enjoy the hyperlinks!
This presentation, created by Syed Faiz ul Hassan, explores the profound influence of media on public perception and behavior. It delves into the evolution of media from oral traditions to modern digital and social media platforms. Key topics include the role of media in information propagation, socialization, crisis awareness, globalization, and education. The presentation also examines media influence through agenda setting, propaganda, and manipulative techniques used by advertisers and marketers. Furthermore, it highlights the impact of surveillance enabled by media technologies on personal behavior and preferences. Through this comprehensive overview, the presentation aims to shed light on how media shapes collective consciousness and public opinion.
4. Introduction
Highlights the significance of reading comprehension in
education and the challenges faced in maintaining
proficiency, particularly in the Philippines. The statistics from
international assessments like the Trends in International
Mathematics and Science Study (TIMSS) and local studies
indicate persistent issues with reading skills, which impact
students' performance in subjects that require critical
thinking and problem-solving. The Department of Education in
the Philippines has recognized this and introduced Catch-Up
Fridays to address the literacy gap, dedicating time for
focused reading activities to improve comprehension skills.
5. Introduction
The aim of this study is to assess the reading comprehension
levels of Grade-11 students at Vicente D. Trinidad National
High School. The focus on reading comprehension is not only
about understanding words on a page, but about developing
critical thinking skills and the ability to navigate through a
rapidly evolving world. By evaluating these students' reading
skills, educators hope to identify areas for improvement and
refine strategies to enhance literacy, ultimately contributing
to the students' academic success and future prospects.
6. Statement of the
Problem
This study aims to determine the current reading comprehension and
proficiency level of students and develop targeted strategies to enhance their
reading comprehension.
1. What are the profile of the participants in terms of:
1.1. Age
1.2. Gender
1.3. Strand
2. What is the score of the participants in the reading comprehension test?
7. Statement of the
Problem
3. What is the extent of reading comprehension and proficiency level of the
participants that enhanced their understanding in terms of:
3.1. Concentration
3.2. Critical thinking skills
3.3. Prior knowledge
4.Is there a significant difference on the reading comprehension and
proficiency level of G11 students in relation to the profile of the participants?
8. Statement of the
Problem
5. Is there a significant difference on the extent of the reading comprehension
and proficiency level of G11 students in relation to t heir score?
9. Result and Discussion
This chapter shows the result of the survey conducted in the study of
the Reading Comprehension and Proficiency Level of Grade-11 students
of VDTNHS.
As shown on the table above, most of the participants is belong to the
age of 16 with a frequency of 21 or 70%, followed by the age of 17 with
a frequency of 9 or 30%.
10. Result and Discussion
The table above shows that most of the participants are female with a
frequency of 17 or 56.66%, followed by male with a frequency of 13 or
43.33%.
11. Result and Discussion
The table above shows that most of the participants is belong to the
strand of STEM with a frequency of 13 or 43.33%, followed by HUMSS
with a frequency of 11 or 36.66%, and ABM with frequency of 6 or
20.00%.
12. Result and Discussion
The average weighted mean across all
statements falls within the 'Good' range,
indicating that, on average, students
perceive their reading comprehension
and proficiency levels in relation to their
concentration to be good. There are
areas of strength, such as maintaining a
good reading speed and understanding
the impact of focus on comprehension.
However, there are also areas for
potential improvement, such as reducing
struggles with maintaining focus and
minimizing the impact of external
distractions.
13. The average weighted mean across all
statements falls within the 'Good' range,
indicating that, on average, students
perceive their reading comprehension
and proficiency levels in relation to their
critical thinking skills to be good. There
are areas of strength, such as thinking
carefully when answering questions and
recognizing the influence of prior
knowledge. However, there are also
areas for potential improvement, such as
reducing mind wandering and increasing
confidence in critically evaluating
information.
Result and Discussion
14. The average weighted mean across all
statements falls within the 'Good' range,
indicating that, on average, students
perceive their reading comprehension
and proficiency levels in relation to their
prior knowledge to be good. There are
areas of strength, such as recognizing
the influence of prior knowledge and
actively using it to make connections.
However, there are also areas for
potential improvement, such as reducing
struggles with interpreting unfamiliar
words and increasing confidence in
answering questions when prior
knowledge is available.
Result and Discussion
15. Result and Discussion
There is a significant difference on the reading
comprehension and proficiency level of G11 students
as to concentration, critical thinking skills, and prior
knowledge in relation to the profile of the
participants as to age.
16. Result and Discussion
There is a significant difference on the reading
comprehension and proficiency level of G11 students
as to concentration, critical thinking skills, and prior
knowledge in relation to the profile of the
participants as to gender
17. Result and Discussion
The statistical analysis indicates that the
differences observed in concentration, critical
thinking skills, and prior knowledge among grade-
11 students based on gender are not due to
random chance. With p-values below .05, the null
hypothesis is rejected for each variable,
suggesting that these differences are statistically
significant. This implies that gender has a
significant impact on the reading comprehension
and proficiency level of grade-11 students,
particularly in terms of their ability to concentrate,
think critically, and apply prior knowledge.
18. Result and Discussion
There is a significant difference on the reading
comprehension and proficiency level of G11 students
as to concentration, critical thinking skills, and prior
knowledge in relation to the profile of the
participants as to strand.
19. Result and Discussion
The data reveals significant differences in the reading
comprehension and proficiency level of grade-11 students
depending on their chosen academic strand. Statistical
analysis indicates that concentration, critical thinking skills,
and prior knowledge vary significantly across different
academic strands, with p-values below .05, suggesting
these differences are unlikely to occur by chance alone.
These findings suggest that a student's academic strand
significantly influences their reading comprehension and
proficiency level, particularly in terms of concentration,
critical thinking skills, and prior knowledge application.
20. Result and Discussion
There is a significant difference on the extent of the reading
comprehension and proficiency level of G11 students in relation
to their score, hence the rejection of the null hypothesis at 0.05
level of significance.
21. Result and Discussion
The statistical analysis indicates that there is indeed a significant
difference in the extent of reading comprehension and proficiency
level among grade-11 students based on their scores. With p-values
below .05, the null hypothesis is rejected for each variable,
suggesting that these differences are not likely due to random
chance alone. Therefore, the rejection of the null hypothesis at the
0.05 level of significance implies that the observed disparities in
concentration, critical thinking skills, and prior knowledge based on
scores are statistically meaningful. In summary, students' scores
have a significant impact on their reading comprehension and
proficiency level, particularly in terms of their ability to
concentrate, think critically, and apply prior knowledge.
22. Summary of Findings
Overview
- Participant Demographics: Most of the participants are aged 16 (70%),
with the rest aged 17 (30%). The gender distribution is 43.33% female
and 56.66% male. In terms of academic focus, 43% are in the STEM
strand, 36.66% in HUMMS, and 20% in ABM.
- Reading Comprehension and Proficiency
- Concentration: The average reading comprehension and proficiency
level indicate that students generally have a good ability to
concentrate.
- Critical Thinking Skills: Students, on average, view their reading
comprehension and critical thinking skills positively.
- Prior Knowledge: Students believe their reading comprehension and
proficiency levels are good in terms of utilizing prior knowledge.
23. Summary of Findings
Overview
- Influence of Demographic Factors on Reading Comprehension
- The study found significant differences in the reading
comprehension and proficiency levels of grade-11 students based
on their age, gender, and academic strand. These factors affect
students' abilities in terms of concentration, critical thinking, and
the application of prior knowledge.
- Relationship Between Scores and Reading Comprehension
- Statistical analysis shows that there are significant differences in
reading comprehension and proficiency levels based on students'
scores. The data suggest that variations in concentration, critical
thinking skills, and prior knowledge are meaningful predictors of
these levels.
24. Conclusion
This study highlights significant differences in the reading comprehension
and proficiency levels of grade-11 students, influenced by factors such as
age, gender, and academic strand. While students generally exhibit good
abilities in concentration, critical thinking skills, and application of prior
knowledge, disparities exist across these factors. Statistical analysis
confirms that variations in concentration, critical thinking skills, and prior
knowledge significantly predict reading comprehension and proficiency
levels among grade-11 students, reinforcing the importance of considering
these factors in educational interventions.
25. Recommendations
1.
2.
The school must implement a program and use a variety of materials to
help students to improve their reading comprehension skills.
Teachers should assist students by assigning more reading
activities and helping them to visualize the subject matter they
are reading.
3. Students should set aside specific time for reading
outside of their coursework to enhance their reading
comprehension.
26. Thank You
For Your Attention
Mike John Cabrera
Aaron Lance Reyes
Julea Aeren Agdamag
Erica Mae Alfonso