reading comprehension in the philippines research

Filipino Students’ Reading Abilities: A Note on the Challenges and Potential Areas for Improvement

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Effective Practices for Developing Reading Comprehension

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Basa Pilipinas: Transforming Reading Instruction to Boost Student Learning Outcomes

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In this midterm evaluation of the Basa Pilipinas project in the Philippines, EDC tracked and measured changes in student reading performance. The evaluation was conducted over a period of years and followed a cross-sectional design that examined student reading data on Filipino and English Early Grade Reading Assessment (EGRA) as well as data on school environment obtained through student interviews.

 Key Findings

• Classrooms receiving the full Basa intervention showed significant improvements in student reading skills in Filipino, particularly on fluency and reading comprehension.
• With Basa assistance, grade 2 students achieved substantial gains in reading comprehension in Filipino, by as much as 24 percent at endline.
• Basa’s intervention significantly helped teachers improve their classroom management by ensuring more equitable participation of learners, more accessibility of classroom materials, and more effective management of reading and writing instruction.
• The most improvement was seen in the domain of language and literacy instruction, particularly in providing opportunities for students to develop oral language, reading fluency, and comprehension.

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The USAID/Philippines, through its Basa Pilipinas program has reached over 1.8 million students from kindergarten to Grade 3, trained over 19,000 teachers and school heads, and provided over 10 mil

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READING COMPREHENSION SKILLS AND PERFORMANCE IN SCIENCE AMONG HIGH SCHOOL STUDENTS IN THE PHILIPPINES

The research work was carried out among randomly selected 666 first year student-respondents from 18 identified public and private high schools in the Division of Cotabato City, Central Mindanao, Philippines. The six elements of reading comprehension skills, i.e., understanding vocabulary in context, identifying main idea, noting details, making inference, predicting outcomes, and drawing conclusion, and students' performance in science from the two school types were described and correlated. A competency-based 50-item multiple choice achievement test for each of the reading comprehension and science learning areas was utilised as the research instrument. The test was developed based on the prescribed Table of Specifications (TOS) and aligned with learning competencies formulated under the Restructured Basic Education Curriculum (RBEC) of the Department of Education (DepEd). The study results showed that the overall students' performance in reading comprehension and science was indexed at low mastery level. Generally, four out of six reading skills such as understanding vocabulary in context, noting details, predicting outcome, and making inference made up the overall reading skills that positively correlated with science performance of students although the strength of relationship was considered weak.

Related Papers

Studies in English Language and Education

ida muliawati

This study was aimed at finding different achievements in reading comprehension between the science and social science students at a senior high school in Banda Aceh. It was also aimed at finding factors that influenced their achievements by using a comparative study involving 40 second grade (year 11) students of the school. The instruments used for this study were a reading comprehension test and a questionnaire searching for answers about language attitude, intelligence and motivation of the students towards the English subject. The result from the t-test was 3.67 which were higher than t-table of 2.042 at the level of significance of 0.05. This indicated that the levels of students’ achievement in reading comprehension in the two programs were quite different. The study also found and discussed the factors that made positive differences in achievement of these two groups of students in reading comprehension; they were positive attitudes toward the language, high motivation and h...

Journal of Education and Learning (EduLearn)

In the Philippine education system, reading, mathematics, and science formed part of the core areas of basic education curriculum. For the last decade, the quality of Philippine education was put into a big question due to poor performance of students in mathematics and science tests both local and abroad. The initial result of current efforts of the government by adopting K-12 curriculum didn’t do much to change the status quo. The purpose of this study is to determine the reading predictors of students’ performance in Mathematics and Science and identify its effects to such performance. A total of 660 freshmen students from public and private high schools in Cotabato City, Philippines were taken as sample. A validated and reliable 150-item test in reading comprehension skills, mathematics and science was used to get primary data to perform correlation and regression analysis. Findings showed that only making inference and getting main idea were predictors of mathematics performanc...

MEHMET SAHIN , Zeliha Yaykiran , Sait Akbaşlı

Mathematics and Science classes in schools have become a focus to be considered in terms of educational systems and administration around the world in the last decade. Related to the mentioned classes, there are many benefits that lead students to academic success. In the recent years, educators have found that there are so many different factors that effect students' performance in science and math classes. Especially reading comprehension has changed so many traditional procedures in teaching math and science. It also shows remarkable benefits. This research focuses on the effects of reading comprehension on mathematics and science achievement. Students' academic performance on the mentioned classes and their motivation towards those courses will also be the focus of the research. The research is based on the data gathered from the latest PISA results and the opinions of secondary school teachers and students. Findings of this research indicate that there is a correlation between reading comprehension results and student success in math or science classes. It also indicates that reading comprehension contributes positively or negatively to the success results in math or science classes.

Proceedings of the International Conference on Biology, Sciences and Education (ICoBioSE 2019)

nana sutrisna

Journal of Tertiary Education and Learning

Adones Cabural

In the 2018 Program for International Student Assessment (PISA), the Philippines ranked the lowest among the 79 countries participating in the assessment. This study aimed to determine the proficiency of the grade 10 students at Aloran Trade High School and the difficulty of reading comprehension. The instruments used in this study were adapted reading materials from PISA assessments with questions needing subjective answers, categorized according to the different comprehensions proposed in Barrett’s Taxonomy. The researchers collected data from 40 grade 10 students who were selected randomly using a random sampling technique. Item analysis (item difficulty and item discrimination) and descriptive analysis (mean and standard deviation) were used to analyze the data. After tabulating the data gathered, the researchers determined that the students have low proficiency in reading comprehension. Furthermore, no comprehension has an easy difficulty with the proficiency of grade 10 studen...

Jurnal Basicedu

Dzuhrotul Ulumiyah

This article has aimed to investigate the scientific literacy achievement of fourth-grade elementary school students. The research used a qualitative method with data collection techniques in interviews and open questions. This study involved a fourth-grade teacher and fourth-graduate students. Based on the existing theoretical framework, an assessment tool was developed, which measurement's ability to: a) recognize scientific concepts (nominal literacy); b) define some key concepts (functional literacy); c) use their understanding of scientific concepts to explain phenomena (conceptual literacy); and d) use their knowledge Science to read a short article (multidimensional literacy). The study results found that the nominal literacy assessment showed the students' knowledge of Science was still limited. Functional literacy assessment can be seen students' interest in Science which is still minimal. Conceptual literacy assessment results in students' understanding ...

AL-ISHLAH: Jurnal Pendidikan

The current era of globalization has succeeded in creating various problems and challenges of human life. The ability to solve problems and challenges of life is very necessary. The place for education, especially science, is the main key so that citizens are able to live their lives well. The phenomenon of the low mastery of integrated science content of students at the basic education level cannot be separated from the dimensions of their literacy attitude. These dimensions include the application of science, knowledge of science, the process of science, and patterns of behavior towards science. The aim of this study was to describe the scientific literacy skills of students in learning with factual texts. The type of research used is descriptive qualitative research. A total of 40 students were used as sources of information to view and obtain a literacy competency profile in science learning. Data were collected through observation and tests through a number of questions to obta...

International Journal of Innovation and Research in Educational Studies

Joseph Gudelos

This study utilized a quasi-experimental research design. One group from Grade 11 was given the treatment or intervention and one group served as the control, receiving the traditional method of teaching. Nemesio-Epifania Taneo Memorial Senior High School, Tingo, Lapu-Lapu City was the locale of the study. The research subjects of the study were the two sections of Grade 11 learners, chosen purposively based on its number of enrollees (25 or more) and on the sections handled by the researcher, whom at the same time implementer of the interventions. Twenty (25) subjects of Grade 11 learners served as the experimental group, the other twenty (25) is from another section which served as the control group. The study revealed that majority of the subjects read every other day for less than an hour. All of them have reading resources available at home which include mostly of print and some nonprint reading resources. The performance of the learners receiving the traditional teaching is comparable to that of the learners to receive the reading comprehension activities prior to the intervention. The scores of the experimental and control group are in a normal distribution. There is an increase in the mean difference of the pretest performance between two groups compared. There is a statistical significant difference of the pretest and post-test scores within groups (control and experimental group). There is also significant difference between the performance of the learners receiving the Inquiry-based reading comprehension activities (experimental group) to that of the learners receiving the traditional method of teaching or chalk-talk or lecture discussion (control group) implying that the Inquiry-based reading comprehension activities is an effective intervention to increase the performance of the grade 11 learners in Earth and Life Science class. It can be concluded in the study that the Inquiry-based reading comprehension activities are effective intervention to increase the performance of Grade 11 learners in Earth and Life Science class.

AIP Conference Proceedings

Dewi Irianti

Journal of World Englishes and Educational Practices

Glaiza Jala

The focal point of this research is to gauge the relationship between the reading comprehension level, problem-solving skills and academic performance of Grades 6 pupils of all the elementary schools in Carmen West District, Division of Bohol, Philippines. Specifically, this study sought to determine the academic performance of the elementary pupils in terms of four key subjects, namely: English, Science, Mathematics and other subjects such as Filipino, HEKASI, EPP and MAPEH. Further, this study presented also the profile of the pupils’ reading comprehension based on the following levels: Literal, Interpretative, Critical-Analysis and Application and their problem-solving skills’ profile. Pearson Moment Product Correlation Coefficient was employed to determine the correlation between the level of reading comprehension and the two identified variables, namely: academic performance and problem-solving skills of the respondents. To prove the validity and reliability of the obtained Pea...

Philippine E-Journals

Home ⇛ arete ⇛ vol. 4 no. 1 (2016), level of reading comprehension of the education students.

Mica Elaine M Bilbao | Connie Lizetthe S Donguila | Ma. Juliet G. Vasay

Discipline: Education

Reading comprehension is one of the reading competencies that every student has to develop. However, there are still students who are below the proficiency level of reading comprehension despite the reading instructions and strategies provided by the teachers for the improvement of students’ reading comprehension. This quantitative study employed the descriptive comparative research design. It aimed to profile the level of reading comprehension of the 124 Education students enrolled during the first semester of the academic year 2017-2018 in one of the catholic universities in Davao City. A validated adapted-but-modified test questionnaire was used to determine the level of reading comprehension of the Education students. Moreover, it sought to determine the significant difference in the level of reading comprehension of the students when analyzed according to sex and year level. The mean, t-test, and standard deviation were the statistical tools used in this study. The results of the gathered data revealed that the overall reading comprehension of the Education students is Satisfactory with a descriptive level of Moderate. This means that the students can understand difficult reading texts under literal, interpretive, evaluative, and creative levels with less supervision. Consequently, the respondents’ year level bear a significant difference when grouped accordingly. However, when grouped according to sex, the results show that it did not establish any significant difference.

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ISSN 2244-6443 (Online)

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