BLESSED JAMES CUSMANO ACADEMY INC.

Missionary Servants of the Poor

Brgy. San Antonio, Mabitac, Laguna
Email: [email protected]

Reading Comprehension of junior high school students of

Blessed James Cusmano academy inc.

A Mini Research
Presented to the faculty of
Blessed James Cusmano Academy Inc.
Mabitac, Laguna

In Partial Fulfilment of the Requirement in

Mathematics 10

KING LAWRENCE H. TARIFA

2024
I. INTRODUCTION

Reading comprehension acts as a lighthouse pointing people through the

complex understanding routes within the maze of human mind. Comprehending
written language involves more than just decoding symbols; it involves building
meaning and is the foundation of literacy. It also opens doors to critical thinking and
knowledge acquisition. Fundamentally, reading comprehension is a complex process
with linguistic, cognitive, and sociocultural components that interact to influence a
person's capacity to deduce meaning from text.

To explore the depths of reading comprehension is to take a voyage of

discovery into the intricacies of human communication and thought. Therefore, by
exploring reading comprehension’s many dimensions—from its neurological
foundations to the instructional approaches that support it—this thesis aims to
decipher its subtleties. Through the integration of theoretical frameworks and
research findings from several fields, including as psychology, linguistics, and
education, this study aims to offer a thorough knowledge of how people read written
text and the variables that affect this process.

Central to this inquiry is the recognition that reading comprehension is not a

monolithic construct but rather a dynamic interplay of skills and abilities that evolve
over time. Drawing upon contemporary models of reading comprehension, such as
the Simple View of Reading (Gough & Tunmer, 1986) and the Construction-
Integration Model (Kintsch, 1998), this thesis aims to elucidate the intricate
mechanisms involved in text processing, from word recognition and semantic
integration to inference making and metacognitive monitoring.

Additionally, this study aims to investigate how individual differences—like

linguistic ability, prior knowledge, and cognitive strategies—influence reading
comprehension skills in a variety of demographic contexts. Through an analysis of
the interactions between biological, cognitive, and environmental factors, this
research aims to pinpoint possible comprehension obstacles and suggest focused
treatments to improve literacy outcomes for people with different needs and
backgrounds.
 This thesis seeks to add to the expanding corpus of research on reading
comprehension complexity in order to enhance literacy education and promote
lifelong learning. This research aims to empower educators, policymakers, and other
stakeholders to create more effective interventions and instructional practices that
support the development of proficient readers in a world that is becoming more and
more text-rich by fostering a deeper understanding of how people comprehend
written text.
A. Objectives

1. To examine the impact of explicit vocabulary instruction on the reading

comprehension abilities of middle school students with learning disabilities.

2. To explore the relationship between metacognitive reading strategies and reading

comprehension performance among English as a second language (ESL) learners in a
university setting.

3. To investigate the effects of digital versus print reading materials on the reading
comprehension levels of high school students.

4. To assess the effectiveness of peer tutoring as a strategy for improving reading

comprehension skills among struggling readers in a fourth-grade classroom.

B. Statement of the Problem

The study aims to investigate the number of junior high school students in
Blessed James Cusmano Academy Inc. who are struggling in mathematics. Specifically,
it seeks to address the following questions:

1. What is the Demographic profile of the respondent?

1.1 Age
1.2 Gender
1.3 Grade Level
2. What are the primary factors influencing reading comprehension among Junior
High School of Blessed James Cusmano Academy Inc.
3. Are there specific strategies interventions that effectively enhance reading
abilities?
C. Significance of the Study

Student. This research holds significance as it addresses a critical aspect of academic

development—reading comprehension—in students. Enhanced reading comprehension
skills are not only vital for academic success across various subjects but also for lifelong
learning and professional advancement. By identifying effective strategies or
interventions to improve reading comprehension among students, this study aims to
empower educators with evidence-based practices that can positively impact student
achievement, literacy levels, and overall academic outcomes. Furthermore, insights
gained from this research can inform curriculum design, instructional practices, and
educational policies aimed at fostering comprehensive literacy skills among students,
thereby contributing to their holistic development and success in school and beyond.

Teacher. This research is significant as it directly addresses the professional

development needs of educators, particularly in the area of reading comprehension
instruction. Teachers play a pivotal role in fostering students' reading comprehension
skills, yet they often face challenges in identifying and implementing effective
instructional strategies. By investigating best practices, interventions, or approaches for
enhancing reading comprehension instruction, this study aims to equip teachers with
evidence-based methods that can strengthen their pedagogical repertoire and improve
student outcomes. Additionally, insights gleaned from this research can inform teacher
training programs, professional development initiatives, and instructional support
services, ultimately empowering educators to cultivate a culture of literacy excellence in
their classrooms and contribute to students' academic success and lifelong learning.

Community. This research holds significant implications for the broader community as
it addresses the fundamental role of literacy in societal development and advancement.
Strong reading comprehension skills are essential for individuals to fully engage in civic
life, access information, make informed decisions, and participate meaningfully in the
workforce. By investigating effective strategies or interventions for enhancing reading
comprehension, this study seeks to contribute to the promotion of literacy within the
community. Improved reading comprehension abilities among community members can
lead to increased educational attainment, enhanced employability, reduced
socioeconomic disparities, and overall societal progress. Furthermore, findings from this
research can inform community-based literacy programs, initiatives, and partnerships
aimed at fostering a culture of lifelong learning, empowerment, and inclusivity for all
members of the community.

D. Definition of Terms

Decipher. To find the meaning of something that is difficult to read or to understand.

Demographic context. Provides an overview of a city’s permanent resident population

composition and its evolution.

Inquiry. The act of asking questions to gain information.

Knowledge Acquisition. The process of acquiring assimilating and integrating new

knowledge and information.

Policy Makers. Individuals or groups responsible for creating, shaping, and

implementing public policies. They include elected officials, government officials,
advisors, lobbyists, and experts from think tanks and research institutions. Their role is
to address societal issues through laws, regulations, and programs.

Reading comprehension. It is the ability to read text, process it and understand its
meaning. It relies on two, interconnected abilities: word reading (being able to decode
the symbols on the page) and language comprehension (being able to understand the
meaning of the words and sentences).

Stake holder. A person, group or organization with a vested interest, or stake, in the
decision-making and activities of a business.
II. Body

A. Background of the study

This study explores how high school seniors comprehend graded readers outside
the classroom. Seventy-eight students were divided into groups to read graded readers
of varying lengths. After reading, they completed comprehension tests and
questionnaires. Results indicate that female students showed significant improvement in
comprehension, especially with longer texts. While there were no notable differences
between male and female comprehension for shorter texts, females performed better
with longer ones and utilized more strategies to understand them. The study offers
insights into how females adapt strategies to comprehend challenging texts and
suggests instructional strategies for high school students' independent reading.

This research focuses on developing M-WebQuest, a teaching model derived

from WebQuest, to enhance the reading comprehension skills of Grade XI senior high
school students in Pekanbaru, Riau, Indonesia. The study involved experts, English
teachers, and students to assess the feasibility of M-WebQuest. Results indicate that
the model is deemed suitable for improving technical aspects, content, material units,
and its impact on students and teachers. Both teachers and students found M-
WebQuest effective in terms of interface, text, and content, suggesting its potential for
English reading comprehension learning activities. Hadriana Adanan et.al (2020)
Another study investigates the challenges faced by senior high school students,
particularly regarding reading comprehension in national examinations. The study
identifies inference questions as the most difficult type for students, attributed to their
lack of understanding of the questions and weaknesses in comprehending reading
passages. Factors contributing to these difficulties include inadequate vocabulary and
sentence structure knowledge, as well as a lack of awareness of different types of
reading comprehension questions. Rockson Akoto et.al (2024)

This study aims to identify the reading comprehension challenges faced by

senior high school students during national examinations. It found that inference
questions were the most difficult, primarily due to students' insufficient understanding of
the questions and weaknesses in vocabulary and sentence structure. Another study
focused on improving reading comprehension through cognitive strategies like
rehearsal, organization, and elaboration. It concluded that applying these strategies
significantly enhanced students' comprehension levels, highlighting their effectiveness
in teaching and learning.

B. Presentation and Analysis

The objective of this research is to explore the challenges encountered by junior

high school students in reading comprehension. To ascertain the necessary sample
size, the researcher will utilize Slovin’s Formula.

n= N m

1 + Ne²

Where

N = total no. of Junior High School Students

e = tolerate margin of error (0.05)

n= N m
1 + Ne²
n= 85 m
1 + (85) (0.05)²
n= 85 m
1 + (85) (0.0025)
n= 85 m
1 + 0.2125
n= 85 m
1.2125
n = 70

In this research, the objective was to determine the challenges faced by junior
high school students in reading comprehension. To accurately select an appropriate
sample size for the study, the researcher employed Slovin’s Formula. This formula is
particularly useful when the total population size is known and a margin of error is
established.

Thus, the required sample size was calculated to be 70 students. This sample
size ensures that the study’s findings will be statistically significant while maintaining a
margin of error of 5%. The process demonstrates a structured approach to determining
an adequate sample size, thereby allowing the researcher to proceed with the study
confidently, knowing that the sample is representative of the entire population.

II. Statistical Measure

Reading comprehension is a crucial skill for junior high school students, serving as
a foundation for academic success across subjects. Here are some key statistics and
insights that provide an overview of reading comprehension at this educational level

Table 1: Ages

Number of age Number of students

11 years old 6

12 years old 6

13 years old 7

14 years old 20

15 years old 20

16 years old 7

17 years old 4

Total 70

The provided data shows the age distribution of junior high school students.
There are 70 students in total, with varying numbers across different age groups.
Specifically, there are 6 students who are 11 years old and another 6 who are 12 years
old, each representing 8.6% of the total student population. The number of students
slightly increases for 13-year-olds, with 7 students accounting for 10.0% of the total.
The largest groups are the 14 and 15-year-olds, each with 20 students, making up
28.6% of the student population for each age group. This is a notable concentration, as
these two age groups together comprise 57.2% of the students. The number of students
decreases again for the 16-year-olds, with 7 students (10.0%), and is lowest among the
17-year-olds, with only 4 students (5.7%). This distribution suggests that the majority of
students fall within the typical junior high school age range of 14 and 15 years old, with
fewer students outside this range.

Table 2: Gender

Gender of students Number of students

Male 43

Female 27

Total 70

The gender distribution of the junior high school students indicates that there are
43 male students and 27 female students, out of a total of 70 students. Males make up
a larger proportion, constituting 61.4% of the total student population, while females
comprise 38.6%. This indicates a noticeable gender imbalance, with significantly more
male students than female students. The data highlights that in this particular group of
junior high school students, there are approximately 1.6 males for every female,
reflecting a disparity that might be relevant for considerations in classroom dynamics,
resource allocation, and gender-specific educational interventions.

Table 3: Grade
lll. Conclusion

A. Concluding Statement

In conclusion, the reading comprehension skills of junior high school students are
influenced by various factors including age, gender, socioeconomic status, and
language proficiency. National assessments indicate a substantial percentage of
students struggle with reading comprehension, highlighting the need for targeted
interventions. Addressing these challenges through effective literacy programs,
supportive learning environments, and accessible resources is crucial to improving
reading outcomes and ensuring academic success for all students. The observed
gender and age distributions suggest that tailored approaches may be necessary to
address the unique needs of different student demographics within junior high schools.

B. Recommendation

Students. To improve reading comprehension for junior high school students at Blessed
James Cusmano Academy Inc., it is essential to encourage daily reading habits,
implement active reading strategies, and enhance vocabulary skills through engaging
activities. Promoting discussion and collaboration through reading groups can deepen
understanding, while regular comprehension questions and quizzes can assess
progress. Integrating technology with educational apps and providing individualized
support for students needing extra help are also beneficial. Connecting reading
materials to real-life situations and fostering a positive reading environment, alongside
engaging parents in the process, will collectively enhance students' reading
comprehension and foster a lifelong love of reading.

Teachers. To enhance reading comprehension among junior high students at Blessed

James Cusmano Academy Inc., teachers should encourage daily reading, teach active
reading strategies, and support vocabulary development through engaging activities.
Promote discussions via reading groups, use technology like educational apps and e-
books, and regularly assess comprehension with quizzes. Provide individualized
support for struggling students and create a positive reading environment. Involve
parents in at-home reading activities to further support students' progress. Implementing
these strategies can significantly improve students' reading comprehension skills.

School Principal. To enhance reading comprehension among junior high students at

Blessed James Cusmano Academy Inc., the school principal should consider the
following recommendations. First, establish a school-wide initiative encouraging daily
reading, incorporating diverse and engaging materials. Support teachers in
implementing active reading strategies, such as annotating texts and summarizing key
points. Invest in vocabulary development programs that include fun and interactive
activities. Promote collaborative learning through reading groups and discussions.
Leverage technology by integrating educational apps and e-books to cater to various
learning styles. Regularly assess students’ comprehension through quizzes and open-
ended questions to monitor progress and identify areas needing improvement. Provide
resources for individualized support, ensuring that struggling students receive the
additional help they need. Foster a positive reading environment within the school by
creating inviting reading spaces and organizing reading-related events. Engage parents
by encouraging them to participate in their children's reading activities at home. By
adopting these strategies, the school can significantly improve reading comprehension
skills and cultivate a love for reading among students.
IV. APPENDICES

Documentation
 REFERENCES
M-WebQuest Development: Reading Comprehension of Senior High School Students in
Indonesia February 2020 15(03):74
https://www.researchgate.net/publication/339338393_M-
WebQuest_Development_Reading_Comprehension_of_Senior_High_School_Students
_in_Indonesia
Investigating Reading Difficulties among Senior High Schools in Cape Coast: A Case of
Three Schools February 2024
https://www.researchgate.net/publication/
378402216_Investigating_Reading_Difficulties_among_Senior_High_Schools_in_Cape
_Coast_A_Case_of_Three_Schools