Abrigo, Jan Heidi R.; Aguilar, Edeliza, E.; Cenizal, Laarlyn M.; Duran, Lorraine L.; Hantid, Renato Jr. C.; Mendoza, Karina Kim Kristian B. and Quines, Luzzed L. 4 0
The Reading Comprehension Level on the English Language of Fourth Year High School Students of Paco Catholic School SY 2006-2007 / 6 6 Abrigo, Jan Heidi R.; Aguilar, Edeliza, E.; Cenizal, Laarlyn M.; Duran, Lorraine L.; Hantid, Renato Jr. C.; Mendoza, Karina Kim Kristian B. and Quines, Luzzed L. - - - 102 pp. 28 cm. - - - - - . - . - 0 . - . - 0 .
Undergraduate Thesis(BSE major in Communication Arts in English) - Pamantasan ng Lungsod ng Maynila. 2006.
5
ABSTRACT: Statement of the Problem 1. What is the reading comprehension level on the English Language of fourth year high school students of Paco Catholic School SY 2006-2007? 2. How competitive are the teachers of the respondents? 3. What are the methods/approaches of reading instruction used by the teachers? 4. Do the following factors affect the reading performance of the learners? 4.1 Immersion on reading materials 4.2 Primary language spoken at home 4.3 Gender Hypotheses The researchers formulated a null hypothesis: 1. There is no significant effect of the following factors to the reading performance of the learners: 1.1 immersion on reading materials 1.2 primary language spoken at home 1.3 gender Summary Findings This investigation had tisen out to determine the Reading Comprehension Language Level on the English Language of Fourth year High School students of Paco Catholic School SY 2006-2007 as to extract and clarify their achievement from their performance during their third year in High School SY 2005-2006. Thus, the scope encompasses the teachers who taught third year high school students the previous year and using the cluster random sampling, twenty percent of the total population of fourth year high school students of Paco Catholic SY 2006-2007 were selected to be the respondents. The research design that was used by the researchers was descriptive correlational research. Questionnaires were used as instruments of collecting data. The mean average of the PCS female students and the PCS male respondents are 14.77 and 13.25 respectively. PCS female respondents acquired the highest mean average score in getting the main idea with a mean average of 3.43 indicating that they performed best in this skill while they least performed in silent reading with a mean average of 1.76. Their performances in other skills were Context Clues (x=3.22), noting detailes (x=2.96) and vocabulary enrichment (x=3.36). The reading comprehension of the male respondents of Paco Catholic School garnered their highest score in noting details (x=2.59) and the lowest in silent reading (x=1.32) denoting that like their female counterparts, they also performed least in reading for understanding. Performances in other reading comprehension skills had the following results: context clues (x=2.57), vocabulary enrichment (x=2.49) and getting the main idea (x=2.32). The researchers computed value of t is 2.58 which fall under the region of rejection . The highest average given by the PCS fourth year high school students to their English teachers fail under the criterion of good performance with an average value of 43.6. The other performance level of the English teachers had an average value of 41.6 under excellent performance, an average of 42.8 under very good performance, an average of 5.6 under fair performance and 3.4 average the poor performance of the English teachers. The PCS 4th year high school students respondents reveal that (55%) 75 respondents from the total of 137 PCS male respondents engage themselves in different reading materials once in a while. On the other hand, a total of (45%) 62 respondents are wide or frequent readers. The total numbers of respondents was 137; the researchers used 100 as the nearest value of 130 which signifies 1.98 as true value. The over-all performance of the English teachers who taught third year high school students the previous year is of positive average results. The methods and approaches that are being used by the teachers for reading instruction are cooperative learning (rank 1), round robin (rank 2), mapo webbing (rank 3), picture story (rank 4), time line (rank 5).
5
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The Reading Comprehension Level on the English Language of Fourth Year High School Students of Paco Catholic School SY 2006-2007 / 6 6 Abrigo, Jan Heidi R.; Aguilar, Edeliza, E.; Cenizal, Laarlyn M.; Duran, Lorraine L.; Hantid, Renato Jr. C.; Mendoza, Karina Kim Kristian B. and Quines, Luzzed L. - - - 102 pp. 28 cm. - - - - - . - . - 0 . - . - 0 .
Undergraduate Thesis(BSE major in Communication Arts in English) - Pamantasan ng Lungsod ng Maynila. 2006.
5
ABSTRACT: Statement of the Problem 1. What is the reading comprehension level on the English Language of fourth year high school students of Paco Catholic School SY 2006-2007? 2. How competitive are the teachers of the respondents? 3. What are the methods/approaches of reading instruction used by the teachers? 4. Do the following factors affect the reading performance of the learners? 4.1 Immersion on reading materials 4.2 Primary language spoken at home 4.3 Gender Hypotheses The researchers formulated a null hypothesis: 1. There is no significant effect of the following factors to the reading performance of the learners: 1.1 immersion on reading materials 1.2 primary language spoken at home 1.3 gender Summary Findings This investigation had tisen out to determine the Reading Comprehension Language Level on the English Language of Fourth year High School students of Paco Catholic School SY 2006-2007 as to extract and clarify their achievement from their performance during their third year in High School SY 2005-2006. Thus, the scope encompasses the teachers who taught third year high school students the previous year and using the cluster random sampling, twenty percent of the total population of fourth year high school students of Paco Catholic SY 2006-2007 were selected to be the respondents. The research design that was used by the researchers was descriptive correlational research. Questionnaires were used as instruments of collecting data. The mean average of the PCS female students and the PCS male respondents are 14.77 and 13.25 respectively. PCS female respondents acquired the highest mean average score in getting the main idea with a mean average of 3.43 indicating that they performed best in this skill while they least performed in silent reading with a mean average of 1.76. Their performances in other skills were Context Clues (x=3.22), noting detailes (x=2.96) and vocabulary enrichment (x=3.36). The reading comprehension of the male respondents of Paco Catholic School garnered their highest score in noting details (x=2.59) and the lowest in silent reading (x=1.32) denoting that like their female counterparts, they also performed least in reading for understanding. Performances in other reading comprehension skills had the following results: context clues (x=2.57), vocabulary enrichment (x=2.49) and getting the main idea (x=2.32). The researchers computed value of t is 2.58 which fall under the region of rejection . The highest average given by the PCS fourth year high school students to their English teachers fail under the criterion of good performance with an average value of 43.6. The other performance level of the English teachers had an average value of 41.6 under excellent performance, an average of 42.8 under very good performance, an average of 5.6 under fair performance and 3.4 average the poor performance of the English teachers. The PCS 4th year high school students respondents reveal that (55%) 75 respondents from the total of 137 PCS male respondents engage themselves in different reading materials once in a while. On the other hand, a total of (45%) 62 respondents are wide or frequent readers. The total numbers of respondents was 137; the researchers used 100 as the nearest value of 130 which signifies 1.98 as true value. The over-all performance of the English teachers who taught third year high school students the previous year is of positive average results. The methods and approaches that are being used by the teachers for reading instruction are cooperative learning (rank 1), round robin (rank 2), mapo webbing (rank 3), picture story (rank 4), time line (rank 5).
5
2 = =
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0 2 --
--20------
--------20--
--------20--
----2
/ 2
/ 2
/
/