Polytechnic University of the Philippines

San Pedro Campus,

Brgy. United Bayanihan, San Pedro, Laguna
MT450: Reasearch II
Reading Proficiency Level of the Sophomore Students of Sampaguita
National High School-Adelina Extension

Submitted by:

Leonida, Katrina Jean

Colinares, Ma. Eleonor
Cayogncong, Jospeh
Tomelden, Laiza

Submitted to:

Prof. Margarita Sevilla

CHAPTER I
THE PROBLEM AND ITS BACKGROUND

INTRODUCTION
A wise man once said: The man who reads well is the man who really thinks well;
he has the basis for opinion and has developed good judgment.
Reading is a basic tool in all disciplines and the key to the world of enlightenment
and enjoyment. Every individual needs some reading skills in order to cope with
knowledge explosion and tremendous advances in science and technology
Within the Philippine educational system, the ability to read in English is crucial to
learning. This could be obvious because instructional materials and reference books written
in English, many written by native speakers of the language, are very much in use in school
and this will continue to be since English is here to stay for many more generation.
(Gonzales,1980)
Biologically, Dr.Wilburn commented that many children become frustrated and
find reading difficult because they dont have the cognitive skills required to process
information properly. In fact, for additional schoolwork not specifically addressing
underlying under cognitive skills weaknesses will simply compound the frustration and the
intensified reading problems. Instruction-wise, she added that teacher should help kids
become better readers by matching them with the right kind of books at the right time.

With the importance of assessment and on the need to understand the depth of the
reading proficiency of sophomore students of Sampagiuta National High School- Adelina
Extension and acknowledging the fact that reading plays an important role in acquiring
knowledge in any field of endeavor, the researchers worked on this research.
BACKGROUND OF THE STUDY
Sampaguita National High School (S.N.H.S) is the most well-known public secondary
school in San Pedro, Laguna. Before its official name, it was once known as Sampaguita
Barangay High School.
As of this year, Sampaguita National High School has two extensions. Its main campus is
located at Molave Street, Barangay Calendola, San Pedro, Laguna. The two extensions are
as follows: Sampaguita National High School- Adelina I Extension and Sampaguita
National High School- Southville III-A Extension.
The chosen background of the study is Sampaguita National High School- Adelina I
Extension. It is located at Block 21 Lot 1 Phase 1 Adelina Complex, San Antonio, San
Pedro, Laguna.
In this study, the researchers chose the sophomore students as their respondents.

STATEMENT OF THE PROBLEM

This research entitled An Assessment of the Reading Proficiency Level of Sophomore
Students of Sampaguita National High School Adelina I Extension.
This study specifically aims to answer the following:
1. What is the demographic profile of the respondents in terms of the following variables?
1.1Gender
1.2Socio-economic status
1.3Grade in English I
2. What is the reading proficiency level of the sophomore students of Sampaguita National
High School in terms of:
2.1Independent Level
2.2Instructional Level
2.3Frustration Level
3. Is there a significant relationship between the respondents profile and the reading
proficiency level of the respondents?
4. What remedial reading means can be given to help sophomore students in the frustration
level?

HYPOTHESIS
Ho: There is no significant relationship between the respondents profile and the reading
proficiency level of the sophomore students.

SCOPE AND DELIMITATIONS

The study involved only the selected sophomore students of Sampaguita National High
School- Adelina I Extension. The study included the relationship between the reading
proficiency level and the respondents demographic profile. The study focused only on the
reading skill, and not on the listening, speaking and writing skills of the sophomores of
Sampaguita National High School- Adelina I Extension (S.Y. 2011-2012).

SIGNIFICANCE OF THE STUDY

The study will be useful and will benefit the following:
The Teachers
The teacher will focus and prioritize the reading development of their students. The
assessment of the reading ability of the students is important to all teachers. Knowing the
reading levels of the students, teachers can hopefully determine the appropriate kinds of
materials they require to their students to read. With assessment results, teachers, can also
set more realistically their expectations of students performance.
The Administrator
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The administrators will know and will recognize the present reading proficiency level of
their students and will be aware of the possible reading means that can be used to help
improve the reading level of their students.
The Students
The students of Sampaguita National High School will be benefited in the future. This
study will unlock the door to a lifetime of reading, recreation and enjoyment.
The Parents
The parents will be provided with insights and deeper understanding of their childrens
problem. As a result, they will cooperate and support the teacher and administrators effort
in guiding their children to become good readers and effective thinkers.
The Other Researcher
The other researchers can use this study in the future. This will serve as an information and
reference material for the same study.

THEORETICAL FRAMEWORK
This study anchors in accordance to Perfettis Verbal Efficiency Theory. This theory
highlights the importance of lower level lexical skills in reading and explains the impact of
fluent processing of information to reading comprehension. The verbal efficiency theory
suggests that lower level processes (e.g. Word Identification) must teach a particular
threshold level before higher level processes (e.g. Comprehension) can be performed
6

simultaneously during reading. When lower level processes are efficiently performed,
higher order processes are compromised in an attempt to compensate. Perfettis (1985)
Verbal Efficiency Theory assumed that resource demands can be reduced through
learning and practice.
Logan (1987) suggested that the level of automaticity is dependent on the amount of
practice, the level of consistency in the task environment and the number of relevant
instances of the task recorded in the memory. As the readers knowledge expands and
become increasingly accurate, performance becomes more reliant on memory retrieval and
less on problem solving (Logan, 1997). Applied to reading fluency, if a word is read
frequently, the cumulative practice results in an increased likelihood that the word will be
recognized when encountered later and the speed will increase. We find the combination of
Perfettis (1985) verbal efficiency theory and Logans (1988) instance theory to provide
intuitive support for the notion of repeated reading as an intervention for reading fluency
building.

As students repeatedly read the same content, it is likely that they will practice the same
words multiply times, increasing the likelihood they will be able to automatically retrieve
those some words in future exposures. Simultaneously, they reduce the attention required to
read the words and can focus more intently on the meaning of what they are reading.
According to Perffetis , learning, change and growth are best facilitated by an integrated
process that begins with a concrete experience, reflective observation, abstract
conceptualizations and active experimentation.
7

Thus, this theory would help facilitators to understand that there should be an opportunity
for unplanned learning from new experiences. Moreover, learners have an active role in the
planning and carrying out of activities. Progress must be monitored, assessed, as feedback
must be given to learners.
CONCEPTUAL FRAMEWORK
INPUT

PROCESS

OUTPUT

Respondents
profile
-Gender
-Socio-economic
status
-Last school
attended
-Grade in
English I

Informal
Reading
Inventory
questionnai
re

This table shows to assess the reading proficiency level.

DEFINITION OF TERMS
The following terms defined on how they used in this study:
8

Reading
Proficienc
y Level of
Sophomor
e
Students

Assessment As used in this study, it is the evaluation of students reading proficiency and
related variables, taking into consideration such as gender, socio-economic status and grade
in English I.
Reading the process of making and getting meaning from printed words symbols. It is
the magic key to the word of enlightenment and enjoyment. It is a basic tool subject in all
subject areas. Reading is uttering a spoken language and putting meaning to it.
Reading Proficiency this is the skill, competence and the knowledge of an individual to
read.
Independent Level the highest level in reading at which the pupil can read easily with no
help from others, with full understanding and freedom from mechanical difficulties.
Instructional Level reading level at which systematic instruction can be initiated at
which the pupil can read with a degree of fluency but with enough difficulty to make
instruction essential.
Frustration level reading level at which vocabulary, sentence structure and ideas are too
difficult for the readers.
Comprehension the association of meanings with word symbols, the evaluation of
meanings which are suggested in context, the selection of the correct meaning, the
organization of ideas as they read, the retention of these ideas and their use in some present
or future activity.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents and discusses review of related literature and studies both
10

foreign and local which are relevant to the study.

Related literature
FOREIGN STUDIES AND LITERATURE
Smith Dechant, the psychologist looks at reading as a thought process; the semanticist is
interested in meanings and looks at the printed page as the graphic representation of speech;
the linguist is concerned at with relationships between the sound of the sound of a language
and its written form.
The international Reading Association (IRA) in its publications A Dictionary of reading
and related Terms, edited by Theodore l. Haris and Richard E. Hodges (1981: 264-266). If we
think of reading as thinking process, we shall be concern with the readers skills in making
interpretations and generalizations, in drawing inferences and conclusions. If we think of
reading as contributing personality changes, we will provide our students with reading
materials that meet their needs or have some application to live their lives.
W.S Gray, American Educator: reading is interaction between the reader and the written
language, though the reader attempts to reconstruct a message from the writer.
M. Thinker and C. McCollough: reading involves the recognition of printed or written
symbols which serve as stimuli to recall of meanings built up through past experience, and
the construction of new meanings through manipulation of concepts already accepted by the
reader.

11

Plato: reading is distinguishing the separate letters both by the eye and by the ear, in order
to that when you latter hear them spoken to see them written, you will not be confused by
their position.
E.L. Thorndike an American psychologist: reading is the application of thinking or
reasoning skills, as observation, predictions, verifications, etc., in analyzing the authors
meaning.

Eldon E. Ekwall and James L. Shanker are some of the published author in Locating
and Correcting Reading Difficulties, Eight Edition and Reading Inventory.
Based on the time-tested criteria of the Informal Reading Inventory the research- based
clinically verified Ekwall and shanker Reading Inventory is the most coherent and
comprehensive reading assessment instrument ever developed. It provides clean, easy-tofollow instruction that tell the examiner exactly how to go about conducting and
interpreting the diagnosis. It included the Informal Reading Inventory which have three
levels; the independent (without assistance), the instructional (with assistance), and
frustration (levels they should not be asked to read.
Its emphasis is not upon comparing performance of someone who is taking and IRI
with others who have taken it but on learning about the skills, abilities a, and needs of the
individual in order to find a program of reading instruction that will allow a maximum rate
of progress. No time limits, no comparison against standardized or formed scores but
against pre-established standards which must be met if a reader is to become a successful,
accomplished reader. No matter how old the reader may be, they must be fluent and
12

comprehend at existing instructional level in order to continue progressing. They allowed

comparison of silent and oral reading, assessment of fluency and word recognition
proficiency at various level of difficulty to determine the level of materials that a student
should read under various conditions and listening comprehension.
Charles Alderson is a professor of Linguistics and English Language Education in the
Department of Linguistics and English Language Education. He was also the head of the
Department from 1994 to 1997. From 1997 to 2001, Alderson was co-editor, with Professor
Lyle Brachman of UClA of the international journal language testing, and is co-editor, also
with Lyle Brachaman, of the Cambridge Language Assessment Series (CLAS).
In Aldersons Assessing reading, Alderson present a general introduction to reading
assessment of first and second language learners which will be of interest to teachers,
researchers, literary specialists, curriculum designers and writers, and those involved in
assessment. The strength of the work is surely the skill with which Anderson draws
together major debates on reading and assessment the lucidity of the prose, the writers
depth of knowledge about the subject, and the practicality of the ideas concerning reading
assessment practices.
In the science Daily News ( June 12, 2008), Alderson wrote about remedial instruction
can make strong reader out of poor readers just as a disciplined exercise regimen helps
human muscles become stronger, and perform better, specialized workouts for the brain can
boost cognitive skills, according to Carnegie Mellon and his scientists. This new brain
imaging study of poor readers found out that 100 hours of remedial instruction reading
calisthenics, of sorts, aimed to shore up problem areas- not only improved the skills of
13

struggling readers, but also changed the way their brains activated when they comprehend
written sentences. This was the first brain imaging study in which children were tested on
their understanding of sentences, not just of recognition of single words.
Carnegie Mellon, together with his researchers, said that poor readers initially have less
activation in the parientotemporal area of the brain, which is the region responsible for
decoding the sounds of written language and assembling the into words and phrases that
make up a sentence, than do good readers. However, remedial instruction increases the
struggling readers activation to near normal levels.
As Ruth McQuirter Scott, Ed.D. said in her Word Study and Reading Comprehension:
Implications for Instruction Reading comprehension is a complex undertaking that involves
many levels of processing. One of the most fundamental aspects of comprehension is the
ability to deal with unfamiliar words encountered in text.
Readers who struggle with word-level tasks use up valuable cognitive space that could
be allotted to deeper levels of text analysis. It is not enough to rely on context cues to predict
the meaning of new words, since this strategy often results in erroneous or superficial
understandings of key terms, especially in content-area reading (Paynter, Bodrova, & Doty,
2005). Mature readers need to possess a basic knowledge of how words work and a set of
strategies for approaching new words encountered throughout the day. Her study examines
the interrelationships of spelling and vocabulary as they impact reading comprehension, and
focuses on instructional approaches that foster word level knowledge. Most of the examples
and research cited will be geared to the junior and intermediate divisions, although the same
general conclusions can be applied to all grade levels.
14

In addition to basic word recognition and spelling, however, students need to

have a deep understanding of word meaning. Rather than simply knowing the
literal meaning of a new concept, it is important that students explore the
multiple meanings of words, and how similar words differ from one another.
Since vocabulary knowledge is one of the best predictors of reading
comprehension, these studies point to the need to address word study in
classrooms at all grade levels.
Children come to school with wide variations in their levels of vocabulary.
Biemiller (2004) found a 4,000 word difference in root vocabulary knowledge by
the end of Grade 2 between children in the highest vocabulary quartile and
those in the lowest quartile. He attributed these large differences to factors such
as levels of parental language support and encouragement, other language
sources (e.g. caregivers, day care, preschool etc.), and child constitutional
differences in the ease of acquiring new words.

Ruth McQuirter Scott concluded that reading comprehension is influenced significantly

by a students level of word knowledge, which includes vocabulary and spelling skills, as
well as the ability to decode words in print. Knowing words involves understanding both
the structure and meaning of words at various levels of complexity. Teachers can facilitate
the growth of word knowledge through the explicit teaching of word patterns and wordsolving strategies within the context of a word-rich classroom. The goal of instruction in
reading, spelling, and vocabulary is to help students develop word consciousness and to
become independent word-solvers in all subject areas.

15

Local Literature

Anita Landa is one of the writers of the book entitled Reading as a Habit. Landa said,
students must read not because they are forced to, but because they want to. this means
that teachers need to motivate their students to read in ways that will make them read more.
Sonia F. Silbor, M.R.E. is presently the registrar and an adjunct faculty member of the
Philippine Baptist Theological Seminary. According to Silbor, informal reading inventory
is a very useful material in diagnosing the reading skills of the learner. Just like an exam,
this will serve as the pre-test and post-test. The purpose of the pre-test is to diagnose, and
of the post-test is to measure the improvement gained in the process of learning.
As noted in Villamins Gateways and Skyways to Developmental Reading its said that
the nature of reading act has been described in different ways by researchers and writers.
While their descriptions include both the psychological or physical and psychological or
mental aspect, no demarcation line is made as to where the physical processes and where the
mental process begins. This is due to the fact that the processes happen so fast that they
overlap, and for every physical process theres a mental response and vice versa.
In the traditional view of reading, novice acquire a set of hierarchically ordered sub-skills
that sequentially build toward comprehension ability. Having mastered these skills, readers
are viewed as experts who comprehend what they read.
Readers are passive recipients of information in the text. - Meaning resides in the text and
the reader has to reproduce meaning.
16

According to Nunan (2003), reading in this view is basically a matter of decoding a series
of written symbols into their aural equivalents in the quest of making sense of text. He
preferred to this process as the bottom-up view of reading.
McCarthy (2004) has called this view outside- in processing, referring to the idea that
meaning exists in the printed page and is interpreted by the reader then taken in.
This model of reading has almost always been under attack as being sufficient and
defective for the main reason that it relies on the formal features of the language mainly
words and structure.
The Cognitive view. The top-bottom model is in direct opposition to the bottom-up
model. According to Nunan (2005) and Dubin and Bycina (2005), the psycholinguistic model
of reading and the top-down modle are in exact concordance.

Goodman (1990; cited in Paran, 2002) presented reading as a psycholinguistic guessing

game, a process in which readers sample the text, make hypotheses, confirm or reject them,
make new hypotheses, and as forth. Here, the reader rather than the text is at the heart of the
reading process.
The schema theory or reading also fits within the cognitively based view of reading.
Rumelhart (2005) has described schemata as building blocks of cognition which are used
in the process of interpreting sensory data, in retrieving information from memory, in
organizing goals and sub goals, in allocating resources, and in guiding the flow of the
processing system.
Rumelhart (2005) has also stated that if our schemata are incomplete and do not provide
an understanding of the incoming data from the text we will have problems processing and
understanding the text.

17

CHAPTER III
METHODOLOGY

This chapter presents the design to be used and the methodology which includes the
respondents of the study, Data Gathering Procedure, instruments of the Study and
Statistical treatment of the Data.

RESEARCH DESIGN
The researchers used Descriptive Method in this study. It is used to describe, to analyze and
to interpret the gathered data in order to test the hyphothesis or answer the question
concerning the current status of the reading proficiency level of the selected sophomore
students in SNHS-Adelina I Extension

RESPONDENTS OF THE STUDY

The respondents of this study are sophomore students from Sampaguita National High
School-Adelina I Extension with the total of 352 students but researchers used only 193 as
respondents.

18

The respondents were chosen using the Slovins Formula presented below:

Where:
N= total population
n= sample size
e = error of margin
Substituting the formula we get
substituting the formula we get :

=192.75 or 193

19

THE SAMPLE AND SAMPLING TECHNIQUE

Random Sampling was the technique used by the researcher; it is a sampling technique in
which item or element of the population has an equal chance of being chosen at each draw.
In statistical terms, a random sampling is a set of items that have been drawn from the
population in such a way that each time an item was selected every item in the population
had an equal opportunity to appear in the sample. The respondents were selected through
fish bowl technique.
RESEARCH INSTRUMENT
The researcher used a survey questionnaire and the IRI (Informal Reading Inventory) as
tools for gathering relevant data for this study. The first part of the instrument consists of
the demographic profile gender, socio-economic status, and first year English grade of
the respondents. The second part is the IRI that helped the researchers in classifying the
reading proficiency of the students.
The Three Classifications that respondents may be included are as follows: independent,
instructional, frustration.

20

Set of Criteria for the Three Reading Classification

Classification

Word Recognition

Comprehension

Independent

86-100

86-100

Instructional

75-85

75-85

Frustration

74-below

74-below

DATA GATHERING PROCEDURE

The researcher went to the officer-in-charge of Sampaguita National High School (SNHS)Adelina I Extension and asked permission upon conducting the study. The researchers also
asked the advice from the English teacher of the School, upon approving the instrument,
the informal reading inventory was the conducted to the said respondents.
The researchers encoded the necessary information needed and they had interpreted the
data they had gathered.

21

STATISTICAL TREATMENT
1. Frequency Count Percentage Distribution.
These statistics can be used to summarize data on the profile of the respondents

Percentage formula:

Where:
Percentage

Frequency

n= total number of respondent

2. Chi square can be use to determine the degree of relationship or association of the profile
of the students and their reading proficiency.

22

Where:

Expected frequency

CHAPTER IV
PRESENTATION, DATA ANALYSIS, AND INTERPRETATION
This chapter presents the finding of the study in a sequential manner using the
tabulation manner using the tabulation method with their corresponding analysis and the
interpretations derived from the statistical treatment of data.
23

Problem 1:
What is the demographic profile of the selected sophomore students in terms of the
following: Gender, Socio-economic status, last school attended and general average in
English 1?
Table 1.1
Frequency Distribution on Gender of Sophomore-Respondents
Gender

Frequency

Percentage

Male

90

46.63%

Female

103

53.37%

Total

193

100

Table 1.1 shows the demographic profile of the respondents in terms of gender. Out of
the 193 total respondents in SNHS-Adelina Extension, 90 or 47.63% are male, 103 or
52.37% respondents are female. Indeed there is a very noticeable difference between the
populations of the male and female respondents. It reveals that the female respondents
outnumbered the male respondents.
Figure 1.1
A Pie Chart on the Gender of the Sophomore Respondents Batch 2011-2012

24

Table 1.2
Frequency Distribution of the Socio-Economic Status of the Respondents
Monthly Income

Frequency

Percentage

10,000 above

33

17.1

5,000- 9,999

41

21.24

Below 5,000

119

61.66

25

Total

193

100

Table 1.2 shows the Demographic profile of the students in terms of socioeconomic status. Over 193 respondents from Sampaguita National High School Adelina
Extension, majority of them, 61.66% or 119, whose parents earn below- 5000. On the other
hand, 17.1% or 33 student respondents are belonging to the group where their parents earn
10,000- above.

Figure 1.2
A Bar Graph of the Socio-Economic Status of the Respondents

26

Table 1.3
Frequency Distribution of the Last School Attended of the Respondents
Last School Attended

Frequency

Percentage

Public

183

94.82

27

Private

10

5.18

Total

193

100

Table 1.3 shows that out of 193 total respondents 183 or 94.82% comes from public school,
10 or 5.18% from private.
Figure 1.3
A Bar Graph of the Last School Attended

Table
1.4
Frequency Distribution of the English I General Average of the Respondents
Grades

Frequency

Percentage

87-94

4.15 %

79-86

75

38.86 %

70-78

110

56.99 %

Total

193

100 %

28

Table 1.4 shows that most of the students English grades ranges 70-78 out of 100%
56.99% or 110 students belong to this group next to this is a 38.86% or 75 students their
grades ranges 79-86 and 4.15% or 8 students placed under 87-94 range.

Figure 1.4
A Bar Graph of the English I General Average of the Respondents

Problem 2:
What is the Reading Proficiency level of the selected sophomore students of Sampaguita
National High School- Adelina I Extension?
Table 2
Reading Proficiency Level
Reading Proficiency Level

Frequency (f)

Percentage (%)

Independent

30

15.54%

Instructional

72

37.31%

29

Frustration

91

47.15%

Total

193

100%

Presenting the data with regards to the reading proficiency of the sophomore students,
47.15% or 91 students are considered frustration, 37.31% or 72 students are considered
instructional, and the remaining 15.54% or 30 students are independent.

Figure 2
A Bar Graph on the Reading Proficiency Level of the Sophomore Students
Batch 2011-2012

30

Problem3:
Is there a significant Relationship between the respondents demographic profile and
their reading proficiency?
Table 3
The Number of Respondents in Reading Proficiency Level according to Gender

GENDER

Independent

Instructional

Frustration

Total

Male

15

37

38

90

Female

15

35

53

103

Total

30

72

91

193

31

Table 3.2 shows that there are 90 males and 103 females in the independent level, there
are 15 males and 15 females. In the Instructional level, there are 37 males and 35 females.
In the frustration level, there are 38 males and 53 females.

Figure 3
A bar graph of Reading Proficiency Level according to Gender

Table 3.2
Number of Respondents in Reading Proficiency Level according to Socio-Economic
Status
SocioEconomic
status

Independent

Instructional

32

frustration

total

10,000- above

17

13

33

5.000- 9,999

22

16

41

5,000- below

24

33

62

119

Total

30

72

91

193

Table 3.2 indicates the number of Reading Proficiency Level according to SocioEconomic status. It shows that in the salary income of 10,000 and above, 3
independent, 17 instructional, and 13 frustrations, in the 5,000 to 9,999 salary
income there are 3 independent, 22 instructional, and 16 frustration, in 5,000 and
below there are 24 independent, 33 instructional, and 62 frustration.

Figure 3.2
A bar graph of Reading Proficiency Level according to Socio-Economic Status

Table 3.4
Number of Respondents in Reading Proficiency Level according to Last School
Attended
Last School

Independent

Instructional
33

Frustration

Total

Attended
Public

28

69

86

183

Private

10

Total

30

72

91

193

Table 3.4 shows the number of respondents in reading proficiency level according to last
school attended. In the independent level there are 28respondents comes from the public
school, 2 from private. In the instructional level, there are 69 respondents from public and
3 from private school. In the frustration level, 86 from public school and 5 from private
school.
Figure 3.3
A bar graph in Reading Proficiency level according to Last School Atttended

34

Table 3.4
The number of respondents in Reading Proficiency level according to English I
General Average

First year
general
average

Independent

Instructional

Frustration

Total

87-94

79-86

18

20

37

75

70-78

11

47

52

110

Total

30

72

91

193

In table 3.4 the number of respondents in reading proficiency level according to their
English I general average .In 70-78 there are 11 independent, 47 instructional, 52
frustrations. In 79-86 there are 18 independent, 20 instructional and 37 frustrations. In 8794 there are 1 independent, 5 instructional and 2 frustrations.
35

Figure 3.4
A bar graph in Reading Proficiency level according to English I General Average

36

Summary of the Calculation of Chi- Square

Respondents
Profile

Computed
Value of x

df

Decision

Interpretatio
n

8.05

Critical
Values of x
on Level .05
5.991

Gender

13.55

9.488

Accept
Ho
Reject
Ho

Not
Significant
Significant

SocioEconomic
Status
Last school
attended
English 1
general
average

0.46

5.991

12.33

9.488

Accept
Ho
Reject
Ho

Not
Significant
Significant

The statistical treatment used for this study is Chi- Square. If the computed value x is
less than the critical value of x, accept Ho. However, if the computed value of x is greater
than the critical value of x, reject Ho.
Upon the calculation of the gathered data through the use of the said statistical
treatment, the conclusion was:
There is no significant relationship between the respondents profile (in terms of
Gender and Last School Attended) and the reading proficiency of the students.

37

There is a significant relationship between the respondents profile (in terms of SocioEconomic Status and English 1 General average) and the reading proficiency of the
students.

CHAPTER V
Summary of Findings, Conclusions and Recommendations
This investigation yielded the following findings which sought to answer the
following specific problems.
1. What is the demographic profile of the respondents in terms of the following
variables?
1.1Gender
1.2Socio-economic status
1.3 Last School Attended

38

1.4Grade in English I
2. What is the reading proficiency level of the sophomore students of Sampaguita
National High School in terms of:
2.1Independent Level
2.2Instructional Level
2.3Frustration Level
3. Is there a significant relationship between the respondents profile and the reading
proficiency level of the respondents?

4. What remedial reading means can be given to help sophomore students in the
frustration level?
Summary of the Findings
1. Profile of the Respondents
1.1 Gender
Female respondents are dominating in number with 103 respondents or 53.37% while
the male are only 90 or 46.63%
1.2 Socio-economic status

39

About their family income, 119 or 61.66% are the respondents with an income of
5,000php below. These are the group who belong to the low class. 42 or 21.76% with an
income of 5,000 above who belong to the middle class. The remaining percent which is 32
or 16.58% belong to the high status rank.
1.3 Last School Attended
Majority of the respondents are products of public school with 183 or 94.8% compared
to 10 or 5.2% respondents who came from private school.
1.4 Grade in English I
With regard to the respondents English I general averages, 3 or 1.6% belong to 8994, 37 or 19.2% belong to 83-88. Furthermore, there are 90 or 46.6% of the students
belong to 77-82. The rest which is 63 or 32.6% got 70-76 grades as their general
average in English I.
2. Reading Proficiency Level
In terms of the reading proficiency level of the sophomore students, out of 193 total
respondents, 91 or 47.15% are considered frustration, 72 or 37.31% are instructional and 30
or 15.54% are independent. Finding revealed that most of the respondents are in frustration
level followed by instructional and independent.
3. Conclusion
Based from the findings of the study, the following conclusions were drawn:
1. Since findings revealed that majority of the respondents are female, it is therefore
concluded that population youth in SNHS Adelina I Extension is dominated by females.
2. The data in the findings clearly shows that most of the respondents belong to low socioeconomic status. This indicates that most of the respondents parents have low salary
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income. They belong to blue-collar job. Only few students whose parents receive high
salary income belong to the middle and high status rank.

3. Students who belong to public school are already enrolled in SNHS- Adelina I since first
year in high school. Students who belong to private are transferees.
4. Based on the grading system, they all got a passing average, enabling them to be
promoted in the second year secondary level

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