Augmenting Students’ Reading Comprehension Skills

Through Internet-Based learning

A Research Paper

Presented to the Faculty of

Consolacion National High School-Evening Class

Cebu Province

In Partial Fulfillment of the Requirements in

Practical Research 2

Presented by:
Abong, Vince Clark
Anjao, Mary Joy
Aque, Alex Jr.
Goc-ong, Edwin Jr.
Morales, Anabel
Sayon, Baby Mae
Tangente, Cherry Mae
Tolomia, Rowena
Valmoria, Jerico

Date Submitted:
January 5, 2021
 THE PROBLEM

Statement of the Problem

This study determines the effectiveness of internet-based learning in

augmenting the reading comprehension of the Senior High School (SHS) students
of Consolacion National High School – Evening Class, Cebu Province, School-
Year 2020-2021. Findings of the study will serve as basis for proposed action plan.

Specifically, this seeks to answer the following:

1. What are the pre-test performances of the control and experimental groups?
2. What are the post-test performances of the control and experimental groups?
3. Is there a significant difference between the pre-test performances of the
control and experimental groups?
4. Is there a significant difference between the pre-test and pro-test
performances of the control and experimental groups?
5. Is there a significant difference between the pro-test performances of the
control and experimental groups?
6. Base on the findings, what action plan can be proposed?

Statement of the Hypothesis

Ho 1 . There is no significant difference between the pre-test performances of the
control and experimental groups.
Ho 2. There is no significant difference between the pre-test and post-test
performances of the controls and experimental groups.
Ho 3. There is no significant difference between the post-test performances of the
control and experimental groups.
 Dedication

This research paper is dedicated to GOD ALMIGHTY-Who gives us

knowledge and strength. The researchers wish to express our sincere appreciation
to our school head Mrs. Garnet G. Posas, our teachers especially Mrs. Rowena D.
Loqueloque and Ms. Baby Jane Llanos, for their endless guidance, encouragement,
critics and inspiration till the success and completion of this work. The researchers
wish to express here, our sincere appreciation and thanks to all teachers and fellow
friends that had directly and indirectly helped us throughout this research paper.
 Acknowledgment

The researchers would like to express our special thanks of gratitude to our
teacher Ms. Rowena D. Loqueloque as well as our principal Mrs. Garnet G. Posas
who gave us the golden opportunity to do this wonderful project on the topic
"Augmenting Students Comprehension Skills Through Internet-based Learning",
which also helped us in doing a lot of Research. The researchers came to know
about so many new things and were really thankful to them.

The researchers would also like to thank our parents and friends who helped
us a lot in finalizing this project within the limited time frame. We are
overwhelmed in all humbleness and gratefulness to acknowledge our depth to all
those who have helped us to put these ideas, well above the level of simplicity and
into something concrete. The researchers are really thankful to them. Any attempt
at any level cannot be satisfactorily completed without the support and guidance of
our beloved parents and friends

The researchers would like to thank the parents who helped and guided us a
lot in gathering different information, collecting data and guiding us from time to
time in making this project, despite of their busy schedules, they gave us different
ideas in making this project unique.
Significance of the Study

This section will provide brief description on significance of the augmenting

students’ comprehension skills through internet-based learning. This finding of this
study will give a benefit to the following:

For Teachers, this study will help the teachers to know if the students learn
using the internet-based learning.

For Parents, this study will help the parents to support their children in any
learnings.

For Students, this study serves as the guidance of the students if it is good to
learn through internet.

For Future Researchers, the final outcomes of this study will help the future
researchers to make this as a guide or references for their future plans or study.
Scope and Delimitation

The research is conducted in Consolacion National High School – Evening

Class Department, Cebu Province. This study focuses on the Reading
Comprehension Skills Through Internet-Based learning of the grade 12 students.
The selection of respondents limits only to the grade 12 students under the General
Academic Strand (GAS) and Technical Vocational Livelihood (TVL) students.
Therefore, the purpose of this study is to know how the students of Consolacion
National High School – Evening Class Department, Cebu Province in their
comprehension skills through internet-based learning process.
 CHAPTER 1

THE SCOPE AND ITS INTTRODUCTION

Introduction

This study is all about internet-based learning in augmenting the reading

comprehension of the Senior High School (SHS) students of Consolacion National
High School – Evening Class, Cebu Province. Weather the internet-based learning
can improve the comprehension skills of the students. The effectiveness of online
learning can affect into positive, negative, mix and null findings.

In this time of pandemic it is strictly prohibited to be on crowded places

such as school, so students or even other people are advice to stay on their houses.
As for student’s educational comprehension the researcher came up with a research
which is Augmenting Students Reading Comprehension Skills through Internet-
based Learning, through these students will learn within their houses through
internet thus not needing to go to school where it is crowded. The internet-based
learning is also helpful for the students because if the students will not understand
some of the lectures they can just browse it on the internet and determine or
understand the meaning thus making it easy for them.

While online learning is available all of the students right now, this study
aims to shed light to the reality of online classes as part of professional
development learning. Students in this generation had already know on how to use
technology and take advantage of their drive for self-learning and also can learn on
how to access the education through internet.
Review of Related Literature

This chapter includes the ideas, finished thesis, generalization or

conclusions, methodologies and others. And this chapter also represents the related
literature and studies both local from foreign and local sources. Those that are
included in this chapter helps in familiarizing information that are relevant and
similar to the present study.

The internet is becoming more widely used to support learning and teaching
activities for students and academic staff. It is an array of issues that are currently
supported through a formal and developing regulatory framework and distribute
information within the organization, as well as to a wider global audience (Broad,
Matthews & Shephard, 2003). It also makes available the study materials in
worldwide and creates a much more open learning environment for students and
academics for accessing online learning resources. Internet-based learning
environment allows the students to use internet for submitting their assignments as
a vehicle and academic staff read students work for assessment or feedback and in
many circumstances student work is available to other students for peer review
(Broad, Mathews & Shephard, 2003).

According to Murray, Yang and Allen (2002), the overall adoption of

educational technology within academic environments is driving literacy
instruction beyond the traditional oral and print-based medium toward online,
electronic, and multimedia texts. The inclusion of computers within learning
processes is dramatically creating new opportunities for students to embrace
writing and collaboration as a means for self-expression. By changing the way that
information is presented and processed, technology is influencing how students
read, write, and communicate. As Perakovic, Remenar and Jovovic (2012) said,
there is anadditional brought on how to improve the quality of education by using
the e-learning technology. The World Wide Web has a great impact as a
educational model in a fundamental way and forced educators to think of ways that
this technology can be used to improve teaching effectiveness.

It has also been found that the implementation of different web activities
develops student's skills in the use of language. Web activities may increase learner
motivation so the resulting effects could be beneficial to both teaching-learning
processes; additionally, they offer opportunities for teachers to explore content
resources on the net in order to integrate them in classroom instruction at a low
cost. Teachers with few skills in Information and Communication Technology
(ICT) can make use of web-based activities cognitive brainstorming, identify real
world activities, examine resources, define the task available on the web or adapt
existing ones to their purposes. Web materials have a pedagogical value in the
sense that they foster opportunities for richer interdisciplinary content learning and
allow the development of skills to deal appropriately with information. For
instance, web tasks help students to think, analyse, and use information and
resources to solve problems through collaborative work (Angrill, 2002). Gass,
Mackey and Pica (1998) claimed that interaction plays a significant role in second
language acquisition. It is through interaction with others as well as the learning
materials that learners receive the input in order to acquire the target language. In
the same line of thought, Simina and Hamel (2005) say that principles of
constructivism also support the use of computers in second language learning
classrooms. Web-based learning can provide a context for collaboration and social
interaction in which learners will construct the knowledge of the target language
by being engaged in meaningful activities such as the reading of different kinds of
material.

Learning facilitated by the use of digital tools and content that involves
some form of interactivity, which may include online interaction between the
learner and their teacher or peers; and (4) educational-paradigm-oriented:
Information and communication technologies used to support students to improve
their learning. Rodrigues et al. define e-learning as an innovative web-based
system based on digital technologies and other forms of educational materials
whose primary goal is to provide students with a personalized, learner-centred,
open, enjoyable, and interactive learning environment supporting and enhancing
the learning processes (p. 95). Garrison claims that e-learning is a disruptive
technology that is currently transforming how learning is approached in an
educational context (p. 21

Using technology in the classroom can be very beneficial to increased

reading comprehension technology is effective when it is embedded in the
curriculum and is routine in classrooms. Many technologies today are made to
enhance students learning abilities, can extend their learning or support their
learning (Edutopia Team, 2008). Technology has evolved so much over the last
decade and it can enhance many aspects of curriculum (Edutopia Team, 2008).

In order for teachers to incorporate Internet based instruction into their

classrooms, the teachers need training and professional development. CMSD
offered professional development courses, allowing teachers to incorporate
technology into their classroom management, to improve instruction, teach them
about computer tools, and aid communication with parents and the community
(Cobb, 2010). CMSD teachers voluntarily answered 15 question surveys used to
measure their comfort with technology and Internet based software. It was unclear
from the literature of how many teachers participated in the survey. From the fall
to the spring, there was not a statistically significant difference in teachers comfort
with technology and Internet based software, but the teachers did report more
computer use during the time period. Teachers reported a 2.6% increase in
technology use from fall to spring (Cobb, 2010).The survey results showed an
increase in teachers using CAI to develop lesson plans, an increase in teachers
creating ePortfolios, and an increase in teachers helping students createdigital
video reflections, and an overall higher comfort level among teachers in using the
technology tools to improve student achievement (Cobb, 2010). The teachers who
used differentiated instruction and CAI for cooperation increased student
achievement. Traynor (2003) found that differentiated instruction and CAI based
cooperative learning improved student achievement, especially among
disadvantaged African-American students.

Internet usage can improve effective and efficient learning. The technologies
enhance learning is the way of development which offered vast opportunities for
self-managed learning in educational advantages independently. Thus, Internet use
is the era of technology that implemented in the improvement of learning. Derry
(2007) points out technologies enhance learning concerns with learning by doing
or action learning (Bourner, Beaty, Lawson & O’Hara, 1996; Sandelands, 1998), to
offer opportunities for self-managed learning through internet use (Koo, 1999).
Liao & Hsieh (2011) focused on internet-based learning that can help students’
learning, and let them develop their competence to be more active in learning and
share information each other on internet online network (Hofmann, 2002; Koper,
2009; Sloep & Berlanga, 2011). Therefore, internet-based learning shows the
relationship between internet and learning.
 Students can practice their knowledge when they use the internet
andexchange or share idea with each other on the communication network. It is
also critical, beneficial and necessary for distance learning which concerns with
human computer interaction perspective. Communication is also necessary for
learning improvement to be an interaction of sharing or exchanging information
with each other in learning-teaching process (Karadag & Caliskan, 2009). Internet-
based learning has changed the way of students’ learning (Liao & Hsieh, 2011),
and a direct and an indirect effect perception of ease of use increased learning
productivity (Preacher & Hayes, 2004, 2008; Liao & Hsieh, 2011). Social
influence is critical and related with internet-based learning. And the research of
Liao & Hsieh (2011) found that social influence had a positive direct effect on
perceived playfulness, satisfaction, and performance expectancy. They also stated
that internet-based learning should increase students’ satisfaction and performance
expectancy with learning.Hakkinen (2002) argued that computers can play a
central role in re–structuring social interaction and knowledge construction. It is
important to understand better the relationship between technology, pedagogy, and
student learning (Windschitl, 1998).

Nowadays, the internet is necessary for distance learning to let students have
opportunities for education in anytime and anywhere. Hofmann (2002) suggests
that internet-based learning offer students to become active learners and more
effective than classroom learning. Online learning environments are learning
network to help participants develop their competences by sharing information and
collaborating, as a social network is comprised of people who share roughly
similar interests (Sloep & Berlanga, 2011), to acquire their competences. In fact,
the internet will be a major source of continuing education in the near future.
Computer driven interactions will also be a regular part professional that will help
learners built new associations, find new opportunities, and independence, to learn
at home or in the workplace (Spier & Buschel, 1999). The use of internet can
promote self-learning to offer a rich selection of learning experiences that are
suitable to the needs, pace, space, aspirations and learning methods (Phil, 2005).

Internet-based learning has changed the way of students’ learning (Liao &
Hsieh, 2011), and a direct and an indirect effect perception of ease of use increased
learning productivity (Preacher & Hayes, 2004, 2008; Liao & Hsieh, 2011). Social
influence is critical and related with internet-based learning. And the research of
Liao &Hsieh (2011) found that social influence had a positive direct effect on
perceived playfulness, satisfaction, and performance expectancy. They also stated
that internet-based learning should increase students’ satisfaction and performance
expectancy with learning. Hakkinen (2002) argued that computers can play a
central role in re–structuring social interaction and knowledge construction. It is
important to understand better the relationship between technology, pedagogy, and
student learning (Windschitl, 1998). Hofmann (2002) suggests that internet-based
learning offer students to become active learners and more effective than
classroom learning. Online learning environments are learning network to help
participants develop their competences by sharing information and collaborating,
as a social network is comprised of people who share roughly similar interests
(Sloep & Berlanga, 2011), to acquire their competences

Russo, Campbell, Henry & Kosinar (1999) includes some constraint of

internet based learning are lack of text reliance, lack of social interaction between
students and teachers, time lags between problem send to the tutor and learners
answer receiving process. They also stated that, most of the internet based
programs consist of only text, a lean medium, more integrated audio and video
system, unlike to face to face studies and technical difficulties for the new user.

Research has proven that technology applications can help with reading
comprehension when used as a tool. Students are motivated by the technology
devices and want to use a tool that is part of their daily lives. “After all, technology
is a tool, and as such it should be selected because it is the best tool for the
job.Technology can be a particularly effective tool for English language learners
and can enhance the participation of children with disabilities” (Murphy,
DePasquale, & McNamara, 2003, p. 12).Using technology in the classroom can be
very beneficial to increasing reading comprehension.

We consider that reading is an important competence in a knowledge-based

society; it involves decoding strings of letters or being able to enjoy or understand
a text. In fact, literacy is the ability to read, write and think critically and
coherently. It is probably a better word for the crucial competences in knowledge-
based societies. Reading is an interactive process that goes on between the reader
and the text, resulting in comprehension. The text presents letters, words,
sentences, and paragraphs that encode meaning. The reader uses knowledge, skills,
and strategies to determine what that meaning is. Reading pages on the web is very
different from reading information in a book because on the web you need to know
how to navigate from page to page and up and down a page, using both your
browser's navigation buttons and the website's features. You also need to know
how to skim and scan to find the information you need. Using these skills makes
reading on the web easier and more rewarding (Pearson Education Development
Group, n.d.).

They also say that skimming and scanning help students find the information
they need, without reading everything on a web page. If you had to read every
word on every page you came across, you would never have the time to finish your
research. When students develop reading skills through web materials they do the
following:

a. Understand how reading information on the web is different from reading

information in a book.

b. Understand how to use a browser's navigation tools and a website's

features.

c. Understand the importance of skimming and scanning on the web.

d. Apply what they have learned to find and read information on the web.
(TeacherVision, n.d.) There are different styles of reading for different situations.
The technique you choose will depend on the purpose for reading. For example,
some people might be reading for enjoyment, information, or to complete a task.
That is the flexibility learners have when they access the WWW, thus becoming
autonomous learners. Students can also be exposed to extensive reading and
writing through conceptualized practice. That is, learners can exchange messages
and discuss readings or they can read web-based stories with both audio and video
text exposure, and write comments to other on-line reading peers about relevant
details. (Egbert, 2005, as cited by Quesada, 2005, p. 15) There are several ways in
which technology can be used to improve reading ability. Most simple Wreading
texts are also very primary in content. Older children may consider themselves too
old to be reading such primary content books. Computers, however, can increase
the interest level for older students while keeping the text simple and easy to read.
 Another benefit of using computers for reading instruction is that the
computers offer immediate feedback on performance. They also provide added
practice when necessary. According to Case and Truscott (1999), students have
been able to improve their sight word vocabulary, fluency and comprehension as a
result of the interaction with this kind of resources. Hence, they can increase their
interest in reading, independence to approach new texts, the acquisition of
knowledge and awareness of the importance to take this activity over as an
essential part of their lives.

Reading to learn from online information, often referred to as online

research and comprehension (ORC), requires, in particular, skills and strategies for
locating, evaluating, and synthesizing online information as well as for
communicating one’s learning to others (Leu, Kinzer, Coiro, Castek, & Henry,
2013b)

Recent qualitative findings suggest the skills and strategies required to

comprehend printed text are intertwined with a set of new and more complex skills
and strategies to read successfully for understanding on the Internet (see
Afflerbach & Cho, 2008, 2009; Coiro & Dobler, 2007; Coiro, Malloy, & Rogers,
2006). If policy makers and educators continue to ignore the growing evidence that
new skills and strategies may be required to read, learn, and solve problems with
the Internet, our students will not be prepared for the future (Educational Testing
Service, 2003; Leu, 2007; OECD Program for International Student Assessment,
2003)

The speed with which the Internet has emerged has forced us to confront the
issue of how, why, and to what extent reading might be different as the Internet
continues to transform and define literacy in the 21st century (Hartman et al.,
2010)

Students need a chance to use and learn with a tool that provides them
motivation. Providing opportunities with repetition for students to build their
reading skills through available technology tools starts by allowing students to
direct their own learning and choose materials they would like to read (Jeffs &
Castellani, 2001)
Research Methodology

Methodological Approach: “Describing Characteristics, Gain more understanding

and cause-and-effect relationship.”

The characteristic of this research is to help and assist student’s education through
internet-based learning. Increasing student’s understanding/knowledge through
internet can make it more informative because internet has all sorts of information
like Google and Wikipedia and the students will learn more. The internet has
become an integral part of people’s life. As more people gain internet access and as
children become more proficient with computers, students have the opportunity to
use the internet to increase learning. By planning clear learning targets, directing
students to specific websites for learning, and focusing on the content, students can
have success learning with the internet.

Method of data collection: Quantitative Method

We used quantitative data to analyze our research which is by using online survey.

Our survey was conducted online through messenger on February 18, 2021 using
questionnaires which has multiple choices. We used non-probability sampling
method on our research. The survey was conducted through smart phones using an
online messaging app. The participants responded fast because there are only five
questions to answer on the questionnaire.
Research Respondents

The respondents of this study came from the Grade 12 students. Mainly from the
academic strands of General Academic Strands (GAS) and Technical Vocational
Livelihood (TVL) students of Consolacion National High School Evening Class.

The respondents of our study are the two sections, which are the Pope John Paul
consist of 52 students, 29 boys and 23 girls. These are the students under the
General Academic Strand (GAS). While the Pope Linus consist of 41 students, 12
boys and 29 girls. These are the students under the Technical Vocational
Livelihood (TVL)). The overall students of Grade 12 are 92 students.
GRADE LEVEL FREQUENCY
GRADE-12-GAS 52
GRADE-12-TVL 41
TOTAL: 93

The sampling method we use in this research study is Simple Random Sampling.
In this sampling method it is required to list all the respondents of Grade 11
students under the General Academic Strand (Gas) and the Technical Vocational
Livelihood (TVL) students.

YAMANE’S SAMPLE SIZE

It provides a simplified formula to calculate sample sizes.

Yamane’s formulan= ¿N¿

93 93
= 2
=
1+ ( 93 ) (.05) 94 (0.0025)

93 93
= =
1+ ( 93 ) (.05) 1.2325
2

93
= 1+(93)(0.0025) =75.46
Purpose of the study

The purpose of this study is to know the effectiveness of reading

comprehension skills of the students using the internet-based learning. Due to the
covid 19 pandemic this school year 2020-2021 use the new learning process which
is the online classes and modular. Since the online learning is available to all
students, this study aims to shed light to the reality of online classes as part of
professional development learning. Students in this generation had already know
how to use technology and take advantage of their drive for self-learning and also
can learn on how to access the education through the internet.
Research Instruments

The researchers prepared questionnaires as an instrument that will be used as

a medium to conduct data survey. The first part of the questionnaire regards for the
general information of the respondents. This provides the respondent’s name, age,
gender, grade and section, and academic strand. The remaining parts consists the
set of questions regarding the reading comprehensions skills through internet-based
learning of the students.
Name: (optional)
Age:
Gender:
Grade & section: 12-
Academic strand:

Direction: ENCIRCLE the LETTER that corresponds to your answer.

1. Are you satisfied in your reading comprehension?

a. Yes
b. No
c. Maybe
2. Is your reading comprehension need to improve?
a. Yes
b. No
c. Maybe
3. Did the internet-based learning help you to improve your reading
comprehensions?
a. Yes
b. No
c. Maybe
4. How did you find the internet-base learning?
a. Very easy
b. Easy
c. Difficult
d. Very difficult
5. Are you satisfied with the internet-base learning?
a. Yes
b. No
c. Maybe
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PRESENTATION, ANALYSIS & INTERPRETATION OF DATA

INTRODUCTION

This chapter shows the presentation, analysis and interpretation of the data
that we gathered from our respondents. Our objective to our study is to help and
assist student’s education through internet-based learning of grade 12 students of
Consolacion National High School-Evening Class Department.

In this chapter we will expound our own thoughts about the results of the
findings according to the respond of Grade 12 Pope John Paul under the General
Academic Strand (GAS) and Grade 12 Pope Linus under the Technical Vocational
Livelihood (TVL) students.

Grade level

Table 1 Show the distribution of respondents who answered the questionnaires.

Table 1 show the population of Grade 12 Students Senior High School-Evening

Class Department that a total of 75 respondents. In the Grade 12 Pope John Paul
they are all 43 respondents and have a percentage of (53%). While The Grade 12
Pope Linus they are all 32 respondents and have a percentage of (47%). Therefore,
the total percentage of Grade 12 Senior High School-Evening Class Department is
100%.

GRADE LEVEL FREQUENCY PERCENTAGE

GRADE 12-POPE 43 53%
JOHN PAUL
GRADE 11-POPE 32 47%
LINUS
TOTAL 75 100%
Table 1
Age

Table 2 shows the age distribution of the respondents.

Table 2 shows that the age of our respondents 15-17 years old has a frequency 49
of (65%). Age 18-20 years old has a frequency 21 and a percentage of (28%). And
age 21-23 years old has a frequency 5 and a percentage of (7%) and has a total of
93 respondents.

AGE FREQUENCY PERCENTAGE

15-17 YEARS OLD 58 62%
18-20 YEARS OLD 30 33%
20-23 YEARS OLD 5 5%
TOTAL 75 100%
Table 2

Gender

Table 3 shows the gender distribution of the respondents.

Table 3 shows the gender of our respondents. Male has a frequency of 39

and has a percentage of (52%) greater than the female which has a frequency of 36
and has a percentage of (48%).

GENDER FREQUENCY PERCENTAGES

MALE 39 52%
FEMALE 36 48%
TOTAL 75 100%
Table 3

The first presentation that we will show is from the Grade 12 Pope John Paul
students. Base on their respond to the survey questionnaire that we give to them
previously.
Questions:

1. Are you satisfied in your reading comprehension?

Table 4 shows that out of 43 students (46%) answered yes, (24%) answered for no,
and (30%) answered maybe. And total of 43 respondents for the Pope John Paul.
YES NO MAYBE
46% 24% 30%
TABLE 4

2. Is your reading comprehension need to improve?

Table 4.1 shows that out of 43 students (56%) answered yes, (19%) answered for
no, and (25%) answered maybe. And total of 43 respondents for the Pope John
Paul.
YES NO MAYBE
56% 19% 30%
TABLE 4.1

3. Did the internet-based learning help you to improve your reading

comprehensions?

Table 4.2 shows that out of 43 students (27%) answered yes, (45%) answered for
no, and (28%) answered maybe. And total of 43 respondents for the Pope John
Paul.
YES NO MAYBE
27% 45% 28%
TABLE 4.2

4. How did you find the internet-based learning?

Table 4.3 shows that out of 43 students (22%) answered VERY EASY, (34%)
answered for EASY, (25%) answered for DIFFICULT, (19%) answered VERY
DIFFICULT. And total of 43 respondents for the Pope John Paul.
VERY EASY EASY DIFFICULT VERY
DIFFICULT
22% 34% 25% 19%
TABLE 4.3

5. Are you satisfied with the internet-based learning?

Table 4.4 shows that out of 43 students (30%) answered yes, (45%) answered for
no, and (25%) answered maybe. And total of 43 respondents for the Pope John
Paul.
YES NO MAYBE
30% 45% 25%
TABLE 4.4

The second presentation that we will show is from the Grade 12 Pope Linus
students. Base on their respond to the survey questionnaire that we give to them
previously.

Questions:

1. Are you satisfied in your reading comprehension?

Table 5 shows that out of 32 students (53%) answered yes, (24%) answered for no,
and (30%) answered maybe. And total of 43 respondents for the Pope Linus.
YES NO MAYBE
53% 24% 23%
TABLE 5

2. Is your reading comprehension need to improve?

Table 5.1 shows that out of 32 students (49%) answered yes, (41%) answered for
no, and (10%) answered maybe. And total of 43 respondents for the Pope Linus.
YES NO MAYBE
49% 41% 10%
TABLE 5.1

3. Did the internet-based learning help you to improve your reading

comprehensions?

Table 5.2 shows that out of 32 students (31%) answered yes, (39%) answered for
no, and (30%) answered maybe. And total of 43 respondents for the Pope Linus.
YES NO MAYBE
31% 39% 30%
TABLE 5.2

4. How did you find the internet-based learning?

Table 5.3 shows that out of 43 students (22%) answered VERY EASY, (34%)
answered for EASY, (25%) answered for DIFFICULT, (19%) answered VERY
DIFFICULT. And total of 43 respondents for the Pope Linus.
VERY EASY EASY DIFFICULT VERY
DIFFICULT
29% 35% 15% 21%
TABLE 5.3

5. Are you satisfied with the internet-based learning?

Table 5.4 shows that out of 43 students (30%) answered yes, (55%) answered for
no, and (15%) answered maybe. And total of 43 respondents for Pope Linus.
YES NO MAYBE
30% 55% 15%
TABLE 5.4
FEBRUARY 26, 2021

MRS. GARBET G. POSAS

Teacher-in-charge

Dear Madame:

Greeting of Peace!

In partial fulfilment of our requirements for Practical Research 2, we Senior High School Grade 12 Pope
John Paul II Students of Consolacion National High School Senior High School Evening Class, would like to
ask for permission to conduct a research study entitled “Augmenting Students’ Reading Comprehension
Skills Through Internet-Based learning”.

In connection with this, we would like to ask your good office to allow us to conduct our survey and
interview in our school. Rest assured that the data we will gather will remain absolutely confidential and
to be used on academic purposes only.

We believe that you are with us in our enthusiasm to develop our well-being. We hope for your positive
response regarding this matter.

Thank you very much!

Researchers,

Abong, Vince Clark Goc-ong, Edwin Jr.

Tangente, Cherry Mae

Anjao, Mary Joy Morales, Anabel Tolomia, Rowena

Aque, Alex Jr. Sayon, Baby Mae Valmoria, Jerico