Gonzalez, Claudia creator text xxu Paran��aque City Olivarez College 2010 monographic eng

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This study tried to identify and assess the comprehension skills in reading of the fourth year high school students of Olivarez College during the school year 2009-2010 for improving the reading program in this school. Specifically, it tried to answer the following questions: 1. How are the fourth year high school students of Olivarez College described in terms of the following variables: 1.1 Educational attainment of mothers; 1.2 Family monthly income; 1.3 Employability of Mothers; 1.4 Frequency of supervised reading at home given by familymembers? 2.How are the fourth year high school students of Olivarez College described according to the following comprehension skills in reading by gender: 2.1 Getting the main idea of a selection; 2.2 Noting details in a selection; 2.3 Predicting the outcome of a given event; 2.4 Making inferences; and 2.5 Following precise directions? 3.How are the fourth year high school students of Olivarez College described in terms of reading proficiency level 3.1 By reading comprehension skills; and 3.2 By reading comprehension skills as a whole? 4. Is there a significant mean difference for their reading comprehension skills performance by: 4.1 Gender? 5. What implications can be drawn from the findings of this study to improve the School's Reading Program? A total of 20 students of the 104 fourth year high school were involved in this study. Nine of the 20 fourth year high school selected students were girls and 11 were boys. To come up with the purpose of this study, the descriptive method of research was used particularly the survey and the correlational types to find out the reading comprehension skills of the selected fourth year high school students of Olivarez College High School and the relationship of their performance in the test and the variables of interest. The major sources of data were the results of the five (5) tests administered by the researcher which were statistically treated to make the data manageable and meaningful. Among the statistical techniques/procedures employed were frequency, mean, combined mean, standard deviation, and t-test of significance which were discussed fully in Chapter 2. The facts that were revealed by this study were summarized as follows: Findings 1. How were the selected fourth year high school students described in terms of the following variables: 1.1 Educational attainment of the mothers. The majority of the male respondents had mothers who had college educational attainment as shown by a frequency of 7 or 63.63%. This was followed by 2 male respondents with post graduate and high school educational attainment. For the female respondents, 5 or 55.56% of the respondents had mothers who had college educational attainment. It was followed by 3 or 33.33% of the respondents whose mothers had high school educational attainment. Only 1 or 11.11% of the female respondents had a mother who had elementary educational attainment. 1.2 Family monthly income. The majority of the male's monthly family income was P8,000.00 above as shown by frequency of 8 or 72.73%. This was followed by 2 or 18.18% males who had family income between P5,000-8,000. Only 1 male respondent or 9.09% had a monthly family income of below P5,000.00. The majority of the female respondents' family income was between P5,000-P8,000 as shown by a frequency of 6 or 66.67%. This was followed by 3 respondents or 33.33% with a family income of P8,000 and above. 1.3 Occupation/employment of the mothers. 54.55% of the male respondents had employed mothers, while 5 or 45.45% had unemployed mothers. With regards to female respondents, 7 or 77.78% had unemployed mothers while 2 or 22.22% had employed mothers. 1.4 Frequency of supervised reading at home. Ten (10) or 90.91% of the male respondents were given supervision at home and only one male respondent or 9.09% was not given supervision at home. Eight (8 or 88.89% of the female respondents were being supervised at home while only 1 or 11.11% was not being supervised at home. 2. How did the selected fourth year high school students perform in the Reading Comprehension Skills Tests by gender: 2.1 Getting the Main Idea of a Selection. The male respondents were "Slightly above average" with a mean of 3.73. The female respondents were also "Slightly above average" with a mean of 3.44. 2.2 Noting Details. The male respondents were "Slightly above average" with a mean of 4. The female respondents were also "Slightly above average" with a mean of 3.11. 2.3 Predicting the Outcome of a Given Event. The male respondents were "Above average" with a mean of 4.18. The female respondents were "Slightly above average" with a mean of 3.22. 2.4 Making Inferences. The male respondents were "Above average with a mean of 4.91. The female respondents were "Slightly above average" with a mean of 3.89. 2.5 Following Precise Directions. The male respondents were "Above average" with a mean of 4.64. The female respondents were "Slightly above average" with a mean of 3.78. 3. How were the selected fourth year high school students described in terms of the reading proficiency level. 3.1 By reading comprehension skills. The respondents were "slightly above average" in their reading comprehension skills as indicated by an overall weighted mean of 3.93. 3.2 Reading comprehension skills as a whole. The respondents were "slightly above average" in their reading comprehension skills as a whole as indicated by an overall weighted mean of 19.70. 4. Was there a significant mean difference for their overall performance in the reading comprehension skills tests as a whole and by comprehension skills. 4.1 By Gender. There was a significant difference between the reading comprehension skills of the respondents in terms of gender. 5. What implications could be drawn from the findings of the study to improve the Reading Comprehension of Olivarez College Students? Mostly, the difference of the mean scores of the selected students in the fourth year high school of Olivarez College in the reading comprehensionskills tests were significant in terms of gender. The male respondents performed better that the female respondents in the five (5) tests administered by the researcher. Conclusions The findings revealed by this study led to the following conclusions: 1.1 That the mothers of the selected pupils had a significantly varied educational attainment imply a great difference in the quality of instructional assistance and guidance the students received at home. This would necessitate for a more individually focused guidance and counseling program in the school. This would also imply the necessity of regular dialogues between the home and the school and individualized reading instruction programs. 1.2 That the majority of the male's monthly family income was P8,000 and above as compared to the majority of the female's family income between P5,000-P8,000, showed that there was an economic gap between and among the male and female respondents. 1.3 That the majority of the male respondents had employed mothers' years. The majority of the female respondent's mothers who were unemployed showed that there was a significant social and economic gap among the respondents. 1.4 That the majority of the respondents were given supervision at home showed that the parents of the respondents were interested in helping their sons/daughters to improve their reading comprehension skills. 2. That the male respondents performed better in the five (5) tests administered in comparison with the female respondents. 3. The respondents performed "Slightly above average" in their reading comprehension skills and also "Slightly above average" in their reading comprehension skills as a whole. 4. That the mean difference was significant between the boys and girls, for their overall performance in the reading comprehension skills tests as a whole and by comprehension skills. 5. There was a need to objectively and critically review, revise and strengthen the School's Reading Program as indicated by the better performance among the males than the females. Recommendations Based on the findings revealed by this study, recommendations are hereby presented for consideration: 1. Regular assessment and evaluation of students reading comprehension skills proficiency to be made as the basis for formulating the schools reading comprehension action plan and reading remediation programs if needed. This, too, can be considered in assigning specialized teachers the reading comprehension subject to handle the reading program of the school. the following 2. Administration of diagnostic reading tests to know where the pupils are and to provide teachers the baseline from where to start with their students. 3. English teachers must make good use of a variety of reading materials in their classes. Proper selection of appropriate and adequate reading comprehension activities and materials which should be placed and made available in the school's library. 4.Conduct of Action Research in Reading should be made a priority for all reading teachers. Results of these researches must be presented and discussed among reading teachers during their regular conferences and scheduled workshops during the school year. 5. Teachers handling Reading Comprehension classes should be given in-serve training to update themselves on the trends and strategies in teaching reading specially in assessing reading comprehension. 6. It is recommended that similar researches on the same topic be conducted in other schools to verify, amplify, or negate the findings of the study. This is necessary so that if the findings are the same, generalizations of wider application can be formulated. Claudia Conzalez. Undergraduate Thesis T 370 2010 OCLRC 230207 20260730103801.0 10086