READING COMPREHENSION AND ACADEMIC PERFORMANCE OF

LEARNERS IN KINOGUITAN, MISAMIS ORIENTAL

A Thesis
Presented to the
Faculty of the Graduate School
PHINMA Cagayan de Oro College

In Partial Fulfilment
of the Requirements for the degree
Master of Arts in Educational Administration

JANICE P. MANTIQUILLA

MARCH 2022
 APPROVAL SHEET

This thesis entitled “READING COMPREHENSION AND ACADEMIC PERFORMANCE

OF LEARNERS IN KINOGUITAN, MISAMIS ORIENTAL” prepared and submitted by
JANICE P. MANTIQUILLA in partial fulfillment of the requirements for the degree,
MASTER OF ARTS IN EDUCATIONAL ADMINISTRATION, has been examined and
recommended for acceptance and approval for Oral Examination.

BRAZIEL L. ONGCACHUY, PhD

Adviser

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with a passing grade of

ISABELITA M. BORRES, PhD

Chairperson

WELSON B. CALIAT, PhD NORA C. NARIDO, PhD

Member Member

ERLINDA A. QUIRAP, PhD

Member

Accepted and approved in partial fulfillment of the requirements for the degree of
Master of Arts in Educational Administration.

BRAZIEL L. ONGCACHUY, PhD

Dean
 ACKNOWLEDGEMENT

The researcher would like to express heartfelt gratitude to the following individuals

who, in one way or another, generously shared their expertise, time, and professional

effort to assist in the completion of this study:

Dr. Isabelita M. Borres, Dean of Graduate Studies, for her insightful suggestions,

recommendations, and contributions to the study;

Dr. Braziel L. Ongcachuy, her adviser, for theunwavering professional support and

encouragement, which inspired her to continue my thesis paper, and for always being

available to offer assistance from the beginning to the last minute of her final defense;

The Panelists, Dr. Erlinda A. Quirap, Dr. Welson Caliat and Dr. Nora C. Narido, for

sharing their professional suggestions for the improvement of the study;

Dr. Jonathan S. de la Peña, Schools Division Superintendent of Misamis Oriental,

for the approval of the permit to conduct the study ;

Mr. Verge B. Samson, Secretary of PHINMA Graduate Studies, regular assistance

on her needs on requests and other relevant academic inquiries ;

Dr. Emere C. Jenisan, Public Schools District In-charge of Kinoguitan District for

allowing her to conduct the study;

To the school principal Mr. Oscar G. Salacinas and her colleagues in Bolisong

Elementary School for their cooperation and heartfelt support in making this research

feasible ;
 iii

To my partner Nathaniel V. Laurito for all the help, he extended to make these

things done and possible, the support, encouragement, and appreciation he showed

throughout her journey;

To her family for being the support system, for believing in her ability, and for

being so encouraging in all of her endeavors;

To Richelle A. Pacaldo, her constant companion throughout this journey, and for

all the support, encouragement, and help she offered to make this study possible;

Most especially to the Almighty God for the continuous outpouring of blessings,

wisdom, strength, and perseverance have given and for putting everything in place.

JPM
 DEDICATION

This humble work is heartily dedicated to:

my mother Nilda

my father Johnny

my brother Arnel

my grandparents

my partner in life Nathaniel

my supportive friends

Whose love, support, and encouragement throughout my journey are immeasurable.

JPM
 ABSTRACT

This study primarily determined the Reading Comprehension and Academic

Performance of Learners in Kinoguitan, Misamis Oriental and sought to answer the level

of learners’ reading comprehension in English, the level of learners’ academic

performance in English, Mathematics, and Science subjects, and the significant

relationship between the two. The participants in this study were 120 students from

Bolisong Elementary School in Kinoguitan District, Misamis Oriental Division. The data

was interpreted using frequency, percentages, mean, standard deviation, and Pearson r

– Correlation.

The findings indicated that while the intermediate learners at Bolisong

Elementary School have appropriate foundation knowledge in English reading

comprehension and can grasp the texts they have read, they still require teacher or

parent-directed reading education. In terms of academic performance, they have a

satisfactory performance and sufficient understanding of the lessons, subjects, and

ideas linked to the subjects. The success of their academic achievement in English,

Math, and Science is heavily influenced by their reading comprehension ability in

English.

Thus, it is recommended that the school heads should assess and plan reading

innovation to improve frustration, instructional and independent readers; the teachers

must provide learners with learning activities and projects; and use technology to

increase learners’ engagement in the classroom.

Keywords : Reading Comprehension Level, Academic Performance

 TABLE OF CONTENTS

Page

APPROVAL SHEET i

ACKNOWLEDGEMENT ii

DEDICATION iv

ABSTRACT v

TABLE OF CONTENTS vi

LIST OF TABLES viii

LIST OF FIGURES ix

CHAPTER

1 THE PROBLEM AND THE SCOPE

Introduction 1

Theoretical and Conceptual Framework 3

Statement of the Problem 7

Hypothesis 7

Significance of the Study 8

Scope and Limitation 9

Definition of Terms 10

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature and Studies in Foreign Setting 12

Related Literature and Studies in Local Setting 17

3 RESEARCH METHODOLOGY

Research Design 22
 Research Setting 23

Respondents and Sampling Procedure 25

Research Instrument 25

Data Gathering Procedure 26

Categorization and Scoring Procedure 26

Statistical Treatment 27

4 PRESENTATION, ANALYSIS
AND INTERPRETATION OF DATA 28

5 SUMMARY OF FINDINGS, CONCLUSIONS AND 43

RECOMMENDATIONS

BIBLIOGRPAHY 47

APPENDICES

A Letter of Request to Conduct the Study 50

B Learners’ Reading Comprehension Assessment Tool 51

C PHIL –IRI Classroom Summary Record 75

D School Form 9 Progress Report Card 76

CURRICULUM VITAE 77
 LIST OF TABLES

No. Table Page

A Distribution of Respondents by School 25

1 Distribution of Respondents’ Reading Comprehension

Level in English 28

2 Distribution of Respondents’ Academic Performance in

English 31

3 Distribution Respondents’ Academic Performance in

Mathematics 33

4 Distribution of Respondents’ Academic Performance in

Science 35

5 Test Statistics on the Significant Relationship of Reading

Comprehension to their Academic Performance in English 37

6 Test Statistics on the Significant Relationship of Reading

Comprehension to their Academic Performance in
Mathematics 38

7 Test Statistics on the Significant Relationship of Reading

Comprehension to their Academic Performance in Science 41
 LIST OF FIGURES

No. Figure Page

1 Diagram showing the interplay of 7

Independent and Dependent Variables

2 The Vicinity Map of Kinoguitan District 24

Chapter 1
 1

THE PROBLEM

Introduction

The Department of Education (DepEd) is focused on ensuring that all Filipinos

have access to high-quality basic education and participate in national and international

system assessments to help guide its efforts to solve the problem of increasing basic

education quality and to provide a high-quality, readily accessible basic education that

lays the foundation for lifelong education and public service.With that K to 12 Curriculum

was implemented to strengthen Filipino learners' academic performance and may

compete more effectively in the global job market. According to the Department of

Education, the new curriculum's strands will give a higher-quality education.

The Philippines participated in the Programme for International Student

Assessment (PISA) as an ASEAN member, which evaluates how well students have

mastered important information and abilities in Reading, Mathematical Literacy, and

Science Literacy. According to the 2018 PISA results, Filipino students received an

average score of 340 points in Overall Reading Literacy, which was substantially lower

than the OECD average of 487 points. In Mathematical Literacy, Filipino students

scored 353 points on average, much lower than the OECD average of 489 points. In

Scientific Literacy, Filipino students scored 357 points on average, much lower than the

OECD average of 489 points.

The results of the international examination were unfavorable for Filipino

students, particularly in the area of reading literacy. The data imply that the learners

were having difficulty comprehending the materials they were reading, prompting them
 2

to choose the incorrect response. To address the results, the Department of Education

continues to provide services and programs that would gauge the needs and the nature

of learners’ reading comprehension levels in the Philippines, through the ECARP

program (DepEd Order No. 18, s. 2017). ECARP is a nationwide program that aims to

make every Filipino kid a reader at his or her level, as stated by the Department of

Education.

The Philippine Informal Reading Inventory (PHIL-IRI) was used to measure and

explain learners' reading comprehension skills in support of the ECARP program, based

on DepEd Order 014 s, 2018 "Policy Guidelines on the Administration of the Revised

Philippine Informal Reading Inventory." The goal of this was to identify the learner’s

reading level as independent, instructional, and frustration. This Deped policy has also

ensured that it supports the DepEd Order No. 8, s 2015, which is about the Policy

Guidelines on Classroom Assessment for the Kto12 Basic Education Program, which

assesses the academic performance of the learners.

According to DepEd Order No. 19, s. 2014 The National Achievement Test (NAT)

and Language Assessment for Primary Grades (LAPG) shall administered by the

Department of Education through the National Education Testing and Research Center

(NETRC). NAT and LAPG results for the Division of Misamis Oriental showed low

performance in the respective national standardized test. Bolisong Elementary School

got only 77% on the 2015 National Achievement Test (NAT) and reading

comprehension was also the concern of the schools in the District of Kinoguitan. One

essential factor that has an impact on the achievement of good academic performance

in the subjects taught to the learners is good reading comprehension skills. Reading
 3

with comprehension is a basic life skill, an important thing for pupils to learn in their

elementary years.

It was mentioned that reading comprehension issues among the learners were a

continuing source of concern. Because reading comprehension is so strongly linked to

academic achievement, closing the achievement gap among learners is feasible when a

reading proficiency gap is addressed. Reading and understanding are so important.

Educators have been tasked with ensuring that learners receive the help they need to

acquire functional literacy as defined by the country's standards, (Montero 2019).

Children can't make sense of what they read if they don't understand it.

Comprehensions strategies are used to assist learners have a better knowledge of the

material and become active readers by interacting with it. In the District of Kinoguitan,

one of the challenges that the teachers face in the classroom is reading comprehension.

Despite the difficulty, the teachers are all doing their best to assist the students in

improving their reading comprehension So, this study served the purpose of

determining the relationship between the learners’ reading comprehension level to their

academic performance.
 4

Conceptual Framework

Reading with comprehension is a basic life skill; it is the foundation for children to

succeed in school and throughout their lives (Wilinsky, 2017). Learning to read was the

most basic and important thing for pupils to learn in their elementary years. Reading

was a fun and creative activity for children, which can open doors to all kinds of new

worlds. This has led many educators to encourage their pupils to read, to improve

reading comprehension, vocabulary, general knowledge, and awareness. Without

proper comprehension, learners cannot understand what they are reading. According to

Pearson (2017), the goal of reading was not to make you read aloud and recognize all

words, but to understand important lessons, stories, and arguments.

To give more assistance regarding the reading comprehension of the learners,

DepEd Order No. 14, s. 2018 or the Policy Guidelines on the Administration of the

Revised Philippines Informal Reading Inventory seeks to sustain and expand the use of

reading assessments of the learners to measure and identify the reading performance

of all public school students. PHIL-IRI is used in the Bureau of Elementary Education –

Department of Education, and it is anchored on the flagship program of the Department,

which is the ECARP "Every Child A Reader Program," which emphasizes effective
 5

reading education, the aim is for every Filipino learner to be able to communicate

effectively in both English and Filipino.

To strengthen this reading program, the Department of Education (DepEd) is

implementing the Early Language, Literacy, and Numeracy Program based on the

DepEd Order 12 s, 2015, “Guidelines on the Early Language, Literacy and Numeracy

Program: Professional Development Component.” This focuses on preparing teachers

from Kindergarten to Grade 3, educating instructional leaders on the fundamentals of

pedagogical knowledge and abilities in literacy and numeracy, as well as the

establishment and management of a school-based program. As a method for continual

learning, a mentoring/learning partnership program has been established.

In support of the K to 12 Basic Education Program, the Department of Education

(DepEd) continues to accomplish its mission of producing productive and responsible

persons with core competences and capacities for lifelong learning. Schools around the

country have been challenged with helping students strengthen their reading abilities to

make every learner a proficient reader through a reading program named Hamon:

Bawat Bata Bumabasa( DepEd Memorandum 173, s. 2019).

That initiative is drawn because of the overall results of the national assessment

for the learners' learning and reveals the following: Many learners continue to struggle

to reach learning goals in language, literacy, and numeracy. Gaps in learners' reading

comprehension appear to be the source of low accomplishment levels in English, Math,

and Science. This means that many low-performing learners cannot comprehend (read

and understand) Math and Science word problems that are written in English.
 6

The independent variable in the study is the Philippine Informal Reading

Inventory (PHIL-IRI) reading comprehension levels; frustration, instructional and

independent levels in English. It is a tool for determining a learner's reading level that

consists of graded passages. The term “levels of comprehension” refers to the thinking

processes that are stimulated to arrive at answers to reading comprehension questions.

A learner is considered an independent reader when the reader functions on their own

and can read independently without any help or guidance, instructional readers benefit

the most from teacher-directed reading instruction, while frustration reader refers to

readers who find reading materials too difficult to respond successfully.

The dependent variable of the study talked about the academic performance of

the learners in Grade IV, V, and VI of Bolisong Elementary Schools in English,

Mathematics, and Science subjects. Reading comprehension and academic

performance are both of supreme importance to a learner’s holistic academic success.

These aspects of a learners’ journey must not be taken for granted regardless of their

locale, cultural context, and academic setting. (Quirino 2020).

Figure 1 was the interplay of the independent and dependent variables, as they

were treated in the conduct of the study.

 7

Independent Variables Dependent Variables

PHIL-IRI ASSESSMENT RESULTS

IN ENGLISH SILENT READING ACADEMIC PERFORMANCE

Reading Comprehension Level English Subject

Frustration Mathematics Subject

Instructional Science Subject

Independent

Figure 1. A Diagram showing the interplay of Independent and Dependent

Variables of the Study
 8

Statement of the Problem

This study aimed to determine the Reading Comprehension Level and Academic

Performance of learners in Kinoguitan, Misamis Oriental, during the School Year 2020-

2021. Specifically, this study sought to answer the following questions:

1. What is the respondents’ reading comprehension level in the PHIL-IRI English

Silent Reading Test?

2. What is the level of the respondents’ academic performance based on the

following:

2.1 English Subject;

2.2 Mathematics Subject; and

2.3 Science Subject?

3. Is there any significant relationship between the respondents’ English reading

comprehension level to their Academic performance in English, Math, and

Science subjects?

Hypotheses

Problems 1 and 2 were hypotheses-free. However, for Problem 3 the null

hypothesis was tested at a 0.05 level of significance.

 9

Ho 1: There was no significant relationship between the respondents’ English reading

comprehension level to their Academic performance in English, Mathematics, and

Science subjects.

Significance of the Study

The study's findings were valuable in increasing the Department of Education's

awareness and understanding, as well as those of administrators, teachers, parents,

learners, and future researchers. It was interesting because it discovered a substantial

significant relationship between the learners' English reading comprehension level and

their academic success.

This can assist the Department of Education in general in initiating, formulating,

and implementing initiatives that help assess and enhance a learner's reading

performance while also improving their academic achievement in school.

It gave to benefit the school principal to easily address reading comprehension

issues to the learners concerning their academic performance. As a leader, it can help

the teacher to support and create intervention and learning activities that enhance their

reading and academic performance.

This can help the teacher have a big impact in the learners' reading

comprehension growth. The instructor acted as a facilitator, assisting the students in

improving their reading comprehension skills and academic performance.

This can contribute to the parent’s primary role to nurture the child in the best

way it can be. A parent’s support was encouraged to help their children understand and
 10

comprehend what they were reading to improve also their academic performance by

providing time to teaching them.

This can benefit the learners as to practice and develop reading with

comprehension, not just becoming proficient readers. The learners were aware that

reading comprehension was important to their academic success.

This can also benefit future researchers as they can discover and generate

meaningful data that possibly apply and explain the result of learners’ reading

comprehension level concerning their academic performance.

Scope and Limitation of the Study

The goal of the study is to evaluate the English reading comprehension level of

learners in Grades IV, V, and VI, as well as the relationship between that level and their

academic achievement in English, Science, and Mathematics. With a total of 120

respondents, the survey only included intermediate learners of Bolisong Elementary

School in Kinoguitan District, Misamis Oriental in the school year 2020–2021. The

researcher took all the Grade IV, V, and VI learners in the said school. This means the

researcher believed that the respondents in that three grade levels could supply the

most useful information that could help the study considering the pandemic situation.

This study was based on the program of the Philippine government for

Education, which is the Philippine Informal Reading Inventory (Phil-IRI) as supported by

the DepEd Order No. 014 s, 2018 named the Policy Guidelines on the Administration of

the Revised Philippine Informal Reading Inventory to get the reading comprehension

level of the learners.

 11

The researcher gathered the English reading comprehension post-test results

from the respective advisers and the same time, their academic performance in English,

Math, and Science subjects in the form of grades.

Definition of Terms

The following were the operational definitions of the term used in this study:

Academic Performance. This refers to outcomes that indicate the extent to

which a student has achieved the learning goals. It is often measured through

examinations or continuous assessments.

English Subject. This refers to a subject that focuses on the learning of the

English language to be used in both oral and written communications.

Frustration Level. This refers to the level at which readers find reading materials

so difficult that they cannot successfully respond to them.

Independent Level. This refers to the level at which readers function on their

own with almost perfect oral reading and excellent comprehension.

Instructional Level. This refers to the level at which readers profit the most from

teacher-directed instruction in reading.

Philippine Informal Reading Inventory (PHIL – IRI). This refers to an informal

reading inventory composed of graded passages designed to determine the individual

 12

learner's reading performance and aims to find the learner’s independent, instructional,

and frustration levels.

Mathematics Subject. This refers to a subject that focuses on the learning of

numbers, shapes, data, and measurements to be used in problem-solving and logical

reasoning skills. 

Reading Comprehension. This refers to pupils’ understanding of what they read

concerning understandings within, beyond, and about the text.

Science Subject. This refers to a subject that focuses on the knowledge about

the natural world that is based on facts learned through experiments and observation.

Silent Reading Assessment. This refers to when a learner reads a selection

independently and answers comprehension questions to assess reading rate and

reading comprehension level.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter examines and reviews literatures that have a bearing on the effects

of parental involvement and the pupils’ reading comprehension level.

Related Literature and Studies in Foreign Setting

Reading is essential. The habit of reading and the habit of loving books should be

established from an early age. Reading encourages pupils to think critically and

enhances their reading comprehension abilities, which are both beneficial in all subject

areas. These benefits include providing youth with better language and literacy skills.

(Jeynes, 2017).

According to Hijazi (2018), learning English is essential since it is the universal

language of communication. It is essential in life since it is related to greater living

options. Because English is the language that everyone needs to keep up with the

information era, learning it shows that we are taking the best steps towards the present

and future. It goes beyond what we taught in school when it comes to reading

comprehension. Understanding is what drives us to be communicators for ourselves

and our family. Reading and understanding through communication gives us the ability

to make decisions in our life.

Since reading has been established as a tool for learning other subjects,

including mathematics, numerous studies have been conducted to investigate the

relationship between the two, particularly in the area of comprehension, which is a

necessary skill for performing mathematical process understanding. Particularly,

 16

researchers discovered skills that are widely credited and used while reading

comprehension and mathematics are being performed, showing a considerable

association between reading and Mathematics (Roberson 2016). According to

Crandall, Dale, Rhodes, and Spanos (2016) language skills are the vehicles via which

students learn mathematical texts and word problems, as well as the reading

comprehension abilities required to understand and follow an instructor's presentation of

a problem's solution,

The association between learners' capacity to answer arithmetic word problems

and learners' text comprehension skills is stated in a study conducted by Vilenius-

Tuohimaa et al. (2018). The researchers looked at 225 fourth-graders and found that

the better a student's reading comprehension skills were, the better he or she did on

math word problems. A correlation was established between reading comprehension

and word problem solving, as well as a link between technical reading and both of those

skills, according to the research.

Although their findings demonstrated that technical reading ability predicted

better skill levels in reading comprehension and math problem solving, the correlation

between word problem solving and reading comprehension remained after controlling

for technical reading. According to the authors, a reader with weak decoding abilities

struggles with the text and is unable to complete activities that require logical thinking

procedures. It is a logical assumption that a learner who fails to decode text would

perform poorly in all subject areas since understanding language is more difficult.
 17

Studies reveal that learners’ reading comprehension highly correlates with

their science performance indicating that reading comprehension is a crucial

prerequisite for science performance. Therefore, good readers usually perform

better in science, whereas struggling readers often face obstacles in science

performance due to their difficulties in reading comprehension, even though their

scientific knowledge might equal those of good readers. Additionally, there has

been some evidence that the relation between reading comprehension and

science performance is significantly affected by specific text features, such as

syntax or word count, revealing variation in item difficulty when linguistic features

are modified (Stansfield 2018). However, especially the effects of item word count

on science performance remain ambivalent, with studies reporting contradictory

results.

Accordingly, several studies have examined the correlation between language

proficiency and performance on content assessments in K–12. This research

indicates that English language proficiency scores are significantly predictive of

academic reading test scores for K–12 EL students. However, the magnitude of

the relationship depends on the content alignment between the assessments and

characteristics of the populations included in the study. The level of English

language proficiency needed to be able to demonstrate content knowledge on

academic assessments is especially important to understand given the continued

emphasis on testing in federal and state accountability (Wellington, 2017).

 18

Related Literature and Studies in Local Setting

The Philippines is characterized by a decentralized public education

system that provides free primary and secondary education. Currently, the

Philippines is now adapting the K to 12 curriculum, wherein the program covers

Kindergarten and twelve years of basic education (six years of primary education,

four years of Junior High School, and two years of Senior High School [SHS]) in

which its goal is to provide sufficient time for mastery of concepts and skills, develop

lifelong learners, and prepare graduates for tertiary education, middle-level skills

development, employment, and entrepreneurship.

Because reading is the foundation of all academic learning, former

Secretary of Education Armin Luistro believes it is essential to consider learners'

reading comprehension. If students do not master fundamental reading abilities from

the start, it will be a continual battle for them to succeed in other subjects, depriving

them of the opportunity to become literate and productive citizen.

The release of the 2018 Program for International Student Assessment

(PISA) Report, which revealed that high school students in the Philippines scored

worse in reading comprehension, mathematics, and science than most of those

assessed in other countries, threw the country into disarray. The country’s overall

score in reading was a measly 340 points. China, which ranked first, received 555

points. Based on the findings, over 80 percent of Filipino students around the age of

fifteen did not reach the minimum level of proficiency in reading (Manlapag ,2019).

As one of their reading skills, every learner must develop reading

comprehension. Despite the reading instructions and tactics supplied by instructors to

 19

increase students' reading comprehension, there are still pupils who fall below the

competency level of reading comprehension. It appears that whether a pupil achieves

their full potential in reading is dependent on whether or not their parents are

interested in their schooling. According to previous studies, parents may enhance

and even increase the learning that occurs in the classroom. According to previous

studies, parents may enhance and even increase the learning that occurs in the

classroom. At the early age of 5, a learner starts to go to school for a formal

education, where they are about to learn more about the basics of alphabet,

numbers, shapes, and colors through games, songs, and dances, in their Mother

Tongue (Martin 2017).

It cannot be denied that in today's fast-paced world and ever-changing

technologies, reading is often taken for granted. Deputy Secretary of the Department

of Education (Department of Education) Florencio Abad deplored the students' low

performance on the evaluation test and urged them to work harder. Low ratings in

English, Math, and Science can be ascribed to students' inability to read and

comprehend simple information, according to the report. Furthermore, he stated that

poor reading comprehension is one of the key issues. Reading comprehension is

reduced, resulting in a lack of understanding of printed symbols.

Yet, the education system is challenged by UNESCO to give due

consideration to the many varied cultural and linguistic contexts that exist in

contemporary societies. The use of vernacular language in education has shown

significant changes. However, there have been significant political shifts that have

resulted in new language policy, particularly in postcolonial and newly independent

 20

nations; hundreds of languages have perished globally, and many more remain

endangered. And so, it leads this time to start reconsidering the use of our native

language as a means of appreciation of one’s language identity ( Reyes ,2016).

According to Lasaten (2016) in his study, language proficiency  is a key to

academic performance.  A person who does not understand English language, for

example, may be unable to access the majority of the world's known technical and

scientific advances, which are written in English. This means that learners must

understand in English in order to have a better understanding of English, Science,

and Mathematics subjects.

To get the reading comprehension level of the learner, PHIL – IRI is the tool

being used. It is mandated coming from the DepEd Order 14 s, 2019 “Policy

Guidelines on the Administration of the Revised Philippine Informal Reading

Inventory” The Phil-IRI is an informal reading inventory made up of graded passages

that is used to assess a student's oral reading, silent reading, and listening

comprehension skills. In addition, it provides an approximation of the learner’s

abilities and may be used in combination with other reliable tools of assessment (The

Philippine Informal Reading Inventory Manual 2018).

Furthermore, the PHIL-IRI objectives are designed with the primary goal of

evaluating a child's reading performance in the areas of oral reading, silent reading,

and listening comprehension. Determine an individual student's performance in oral

reading, silent reading, and listening comprehension design or adjust classroom,

small group, or individualized instruction to meet the learners' needs and abilities
 21

provide an approximation of the learners' abilities that can be used in connection with

other reliable tools of assessment serve as one of the bases in planning,

designing/redesigning the reading programs or activities in the school to improve the

overall school reading performance.

The PHIL-IRI was created as part of the ECARP Program's assistance

activities (Every Child A Reader Program). Reading proficiency is divided into three

types: independent, instructional, and frustration. In this context, it can be used to

determine the group reading level, as well as identify a specific student who may

require further support in executing reading tasks. Second, as indicated in the three

degrees of reading proficiency, it may aid individual reading levels. Third, it aids in

the monitoring of growth and reaction to intervention, determining the efficacy of the

school's or classroom instructors' reading interventions.

Many specialists claim that reading is essential and plays a vital role in

classroom learning, a tool for academic pursuits (Thompson, 2016). Similarly,

reading comprehension is important because, without it, the entire process of reading

is ineffective. In brief, understanding is the most important aspect of reading; as a

result, many pupils struggle in school due to comprehension issues. The English

language is one of the most widely spoken languages in the world, and it serves as

the gateway to new possibilities and a key to globalization.

 Chapter 3

RESEARCH METHODOLOGY

This chapter discusses the methods and procedures that were used in the study.

This includes the discussion of the research design, the research setting, respondents

and sampling procedure, research instrument, the data gathering procedure,

categorization and scoring of variables, and the statistical tools for analyzing the data

gathered in the study.

Research Design

This study used the descriptive design of research. According to Darwal (2016),

descriptive design is used to assess, interpret, and report on the present situation of a

topic or problem. This type of research entailed gathering data to answer inquiries on

the condition of the subject; the purpose is to describe the conditions that existed

between the independent and dependent variables and seek to collect data from

characterizing phenomena, conditions, or populations systematically.

Through the data being gathered, it determined and answered the question if

there is a significant relationship between the learners’ English reading comprehension

level to their Academic performance in English, Science, and Mathematics subjects.

Documentary analysis for the reading comprehension level PHIL-IRI post-test results

and the grades of the learners was used. Data will be collected, and the findings will be

tabulated and analyzed. The results explained the underlying concepts that may be

related to each piece of information after the interpretation.

 23

Research Setting

The study was administered to Grade IV, V, and VI learners of Bolisong

Elementary School, Kinoguitan District, Division of Misamis Oriental for the School Year

2020-2021.

Kinoguitan is the 5th class and coastal municipality in the province of  Misamis

Oriental and borders Balingoan municipality to the east and Sugbongcogon municipality

to the west, on the north is the Bohol Sea with the island province of Camiguin on its

northern coast. Kinoguitan consists of fifteen barangays; Calubo, Campo, Kitotok,

Salubsob, Sumalag, Poblacion Kinoguitan, Buko Gamay, Buko Dako, Esperanza,

Suarez, Biray, Kagumahan, Panabol and Bolisong.

According to the 2015 census, it has a population of 14,391 with a density of 340

inhabitants per square kilometer. This represented 1.62% of the total population in

Misamis Oriental. Of the 14, 931 total population, 5,454 were employed and 1,041

unemployed while the remaining number was categorized as underemployed since half

of the household population were farmers and fisherfolks. Fifty percent were into

farming and fishing with a P3,000 average income per month. The remaining fifty

percent classify as non-farming households have a lower average income of P2,450 per

month. Barangay Bolisong was one of the barangays in the coastal area where the

people who lived there were mostly fishermen and vendors.

 24

Bolisong Elementary School

Source: https://maps.google.com/?q=KinoguitanBolisong%2C+Misamis+Oriental&ftid=0x0;0x

Figure 2 The Vicinity Map of Bolisong Elementary School, Kinoguitan District,

Division of Misamis Oriental

 25

Respondents and Sampling Procedure

In this study, the respondents were the intermediate learners (n=120) of Bolisong

Elementary School, Kinoguitan District, Division of Misamis Oriental during the School

Year 2020-2021. The researcher took all the learners in Grade IV, V, and VI levels. The

complete distribution of this study is shown below.

Table A

Distribution of Respondents

Bolisong Elementary School Learner-Respondent

Grade IV 41

Grade V 35

Grade VI 44

TOTAL : 120

Research Instrument

The reading comprehension level of Grade IV, V, and VI learner respondents

were determined through the Philippine Informal Reading Inventory (Phil-IRI) post-test

results, which was obtained by the researcher from the class advisers. On the other

hand, the final rating for the English, Mathematics, and Science subjects of all the

respondents was acquired from the class advisers also. These data were achieved with

proper consent and permission from the division office, district office, and the school

principal of Bolisong Elementary School.

 26

Data Gathering Procedure

The researcher has requested an endorsement letter from the Dean of Graduate

Studies of PHINMA – Cagayan de Oro College. Once the letter was released, the

researcher handed it to the Division Office of Misamis Oriental. Then the letter will be

given to the Kinoguitan District Office to ask permission from the Public Schools District

Supervisor to allow the researcher to gather the data from the respondents, and the

same letter will be presented to the school head of Bolisong Elementary School. The

researcher collected the English Phil-IRI post-test results of the Grade IV, V, and VI

learners from the class advisers and also the final rating of the learners’ academic

performance in English, Mathematics, and Science subjects to interpret the data.

Categorization and Scoring of Variables

Description and interpretation of the different variables were presented to

facilitate better interpretation and analysis of data.

Learner-Respondent

I. English Phil IRI Reading Comprehension Level Assessment

Comprehension Score Description Interpretation

(in %)

90% – 100% Independent Readers function

independently with almost perfect
reading and excellent
comprehension
 27

75% – 89% Instructional Readers profit the most

from teacher-directed instruction
in reading

Below 75% Frustration Readers cannot respond

successfully to the
reading materials

II. Academic Performance in English, Mathematics, and Science Subjects

Grades Interpretation

90.00 – 100.00 Outstanding

85.00 – 89.00 Very Satisfactory

80.00 – 84.00 Satisfactory

75.00 – 79.00 Fairly Satisfactory

60.00- 74.00 Poor

Statistical Treatment

The researcher used the following statistical tools to analyze the data of this

study. For Problems 1 and 2, the researcher used the frequency and percentages on

the distribution of learners’ level of reading comprehension in English PHIL-IRI results in

terms of frustration level, instructional level, and independent level also the distribution

of learners’ academic performance in English, Mathematics and Science subjects.

Pearson - r Correlation was used for Problem 3 to determine the significant relationship

between the respondents’ English reading level comprehension and academic

performance in English, Mathematics, and Science subjects.

 28

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents analyzes and interprets the data gathered from the survey.

The presentation considers the learners’ reading comprehension level in English and

their academic performance in English, Mathematics, and Science subjects. The

presentation of analyses and interpretations follows the order of the statement of the

problems provided in Chapter 1.

Problem 1: What is the respondents’ reading comprehension level in the PHIL-IRI

English Silent Reading Test?

Table 1

Distribution of Respondents in terms of Reading Comprehension

Levels in English Silent Reading Test

Phil-IRI Assessment Frequency Percentage

Independent 29 24.17

Instructional 57 47.50

Frustration 34 28.33

Total 120 100.00

Table 1 presents the frequency distribution of the respondents in terms of

reading comprehension levels in the English Silent Reading Test based on the PHIL –

IRI result. The table shows that a high percentage of learners’ reading comprehension

levels with a frequency of 57 (47.50 percent) belongs to the instructional level. This

means that the learners got scores ranging from 75% to 89% that making them belong
 29

to the instructional level and read with an average level of accuracy and had an average

understanding of the content. These learners are competent readers who can easily

recognize words with few errors and have a good understanding of the concepts,

passages, and stories they are reading.

This indicates that the learners have adequate background knowledge in reading

English, and can comprehend the stories they have read, yet at this level also need the

help of directed instruction in reading from the teacher or parents. This also implies that

we can expect the learners at the instructional level to read on their own and can

answer the questions after reading the story. This commends that learners at this level

should be introduced to different vocabulary while also having their reading progress

constantly assessed. This shows that, for these learners to become independent

readers, they require prompt responses from teachers when they have questions.

These data also reveal that these learners still desire teacher help, but only when they

have questions they don't understand. With that fluency comes as a result of numerous

opportunities to practice reading successfully and to achieve that the learners should

practice and involve their selves in reading to make them an independent reader.

Decoding, text utilization, and text analysis abilities and understanding are

essential to being an effective reader. Each of these abilities and understanding is

important in and of itself, but they all work together to create meaning, which is the

basic goal of all literate behavior. Making meaning must be at the heart of reading

instruction (Chan, 2018). This implies that it is essential to understand the learners'

reading abilities, as reading is considered the most essential skill for gaining knowledge.

Reading is done to get the knowledge that can be used to build new knowledge.
 30

While there are only 29 (24.17 percent) of the respondents belong to the

independent level which only got the lowest percentage among the three levels, this

means that the learners got scores ranging from 90% to 100% making them belong to

the independent level. This indicates that only a few of the learners can read and

comprehend well in the story being read without the assistance of a teacher and

parents. This implies that the learners can independently apply oral reading accuracy,

comprehension, and decoding at a predetermined level of accuracy, pace, and

understanding. These learners had made the most of every chance to read widely,

maximize their potential, and grasp a wide range of ideas and concepts. This shows

that these independent readers consider reading comprehension passages and exams

to be essential steps for enhancing their language abilities and academic achievement.

Independent reading may be tailored for each learner while still assuring a high

degree of accuracy in their reading comprehension tests; it is a skill that all children can

learn. When learners read independently, they are mindful of the thorough instruction

they have just engaged in, and they draw on those abilities to help them practice,

comprehend, and grasp the material (Alonzo, 2017). Learners can practice the

decoding and comprehension strategies and abilities they gained in class on self-

selected texts during independent reading. Independent reading not only gives pupils

more practice time, but it also encourages independence. This implies that independent

readers should be developed to increase reading performance in every school.

Learners' comprehension improves as a result of independent reading, as well as their

vocabulary development.
 31

Problem 2: What is the level of the respondents’ academic performance

based on the following:

2.1 English Subject;

2.2 Mathematics Subject; and

2.3 Science Subject?

Table 2

Distribution of Respondents in terms of Academic

Performance in English

English Grades Frequency Percentage

90-100 26 21.67
85-89 33 27.50
80-84 49 40.83
75-79 12 10.00
60-74 0 0.00
Total 120 100.00

Table 2 presents the frequency distribution of the respondents in terms of their

academic performance in the English Subject. The table shows that a high percentage

of respondents with a frequency of 49 (40.83 percent) belong to the grade ranging 80-

84, which means that they performed satisfactorily in this subject. This indicates that

these learners show an average academic performance in English with average in oral

language skills, written skills, and reading comprehension. English, being an

international language, serves a vital role in helping people obtain knowledge,

information, and communication skills to compete on a global scale. This also implies
 32

that the learners gaining this average grade in English had adequate knowledge in this

certain subject.

The English language is important in our lives because it aids communication. It

is the most widely used language in the world for learning any subject. Students need

English because it broadens their minds, develops emotional abilities, and improves

their quality of life by giving them work chances. Furthermore, because English is the

only language spoken in many countries, its use as an international language is growing

in time. English is also widely utilized in the literary and media departments to generate

books; most authors write in English because the vast majority of readers only speak

English and can best express themselves in it (Rivera, 2017).

This implies that to get a good performance in this subject, it needs to consider

and require a learning environment in which they and their teachers can create an

engaging and motivating environment in which teaching English subjects, particularly

reading comprehension, is enjoyable and allows them to concentrate.

However, there are only 12 (10 percent) of the respondents belong to the grade

ranging 75-79 which means that they performed fairly satisfactory in this subject. The

table shows that their grades need to improve in this subject. Low language proficiency

has been considered a barrier to learning and academic success, Peters (2016). This

indicates that assessing in understanding the value and importance of reading can allow

pupils to regard themselves as accomplished readers by providing them with an

opportunity to do so and giving pupils a variety of reading options and opportunities to

collaborate with their classmates. This implies that every learner should participate in a

teaching and learning process, furthermore, these learners may work with a classmate
 33

or a group while learning fascinating things from informational books and having the

opportunity to discuss their findings.

Language proficiency is a key to academic performance.  A person who does not

understand English language, for example, may be unable to access the majority of the

world's known technical and scientific advances, which are written in English, Lasaten

(2016). This means that learners must understand and comprehend in English language

in order to have a better understanding in terms of their academic performance.

Table 3

Distribution of Respondents in terms of Academic Performance

in Mathematics

Mathematics Grades Frequency Percentage

90-100 20 16.67
85-89 33 27.50
80-84 51 42.50
75-79 16 13.33
60-74 0 0.00
Total 120 100.00

Table 3 presents the distribution of respondents in terms of academic

performance in Mathematics. The data shows that a high percentage of learner

respondents’ with a frequency of 51 (42.50 percent) belongs to a grade ranging 80-84

which mean that the learners performed satisfactorily in this subject. . This indicates that

the respondents show that they had an average performance and adequate knowledge

in this subject.
 34

Learners become mathematically literate in the same manner they become

literate in reading, (Taylor, 2019). Mathematics encompasses more than simply

numbers, just as reading encompasses more than just letters. Literacy entails putting

numbers into perspective in everyday life. Students exhibit this by using numbers well in

the organization of their lives, tales, and literature. Learners collaborate to get the

answers by watching and researching the usage of numbers, asking questions, and

strategizing tactics. These are the sorts of activities that can help to foster and maintain

a mathematical literacy environment.

While a frequency of 16 (13.33 percent) belongs to a grade ranging from 75-to 79

which means that the learner respondents performed fairly satisfactory in this subject.

These are the learners who did not perform well in the said subject. This indicates that

the performance of learners in Mathematics should evaluate on three dimensions: the

mathematical content to which various problems and questions refer; the processes that

must be activated to connect observed phenomena with mathematics and then solve

the corresponding problems.

As a result, mathematics is extremely important in human life. This concurs with

Skemp (2016) who suggests that Mathematics provides an effective way of building

mental discipline and encourages logical reasoning. Mathematics prepares one for the

future world. Consequently, many nations take mathematics as a compulsory subject

since it is a fundamental subject for human life.

Table 4

Distribution of Respondents in terms of Academic Performance

 35

in Science

Science Grades Frequency Percentage

90-100 27 22.50

85-89 34 28.33

80-84 43 35.83

75-79 16 13.33

60-74 0 0.00

Total 120 100.00

Table 4 presents the distribution of respondents in terms of academic

performance in Science. The data shows that a high percentage of learner respondents’

with a frequency of 43 (35.83 percent), belong to a grade ranging from 80-to 84, which

means that the learners performed satisfactorily in this subject. This indicates that the

respondents show that they had an average performance in this subject. They have an

adequate background in scientific knowledge to identify questions, acquire new

knowledge, explain scientific phenomena, and draw evidence-based conclusions about

science-related issues. How scientific subjects are learned has an impact on academic

success.

While a frequency of 16 (13.33 percent) belongs to a grade ranging from 75-to 79

which means that the learner respondents performed fairly satisfactory in this subject.

These are the learners who did not perform well in the said subject. This indicates that

the performance of learners in science facilitates an assessment for mapping out

strategies that will improve the performance of the learners in the said subject and

learning science through reading is important because it helps them to; think and learn,
 36

teach students how to use reading materials effectively, know that there are several

sources of information available on different reading level, know that learning through

self-discovery is the best way to science, assist students in developing their science

vocabularies and know the aims at signifying the importance of experience or

demonstration and by bringing challenges to slow and rapid learning through oral,

written tests.

The scope of science standards should be reduced to allow for more in-depth

teaching of essential scientific topics, according to the research-based understanding of

how children learn and how Science should be taught. Furthermore, linkages between

key ideas and the development of scientific knowledge at all school levels must be

emphasized. The sheer volume of information in today's scientific curriculum must be

drastically reduced in order to offer the time needed to study Science and develop key

knowledge and skills. The emphasis should be on Science's major principles rather than

the details of internal specifics of each concept.

To enhance scientific performance in the classroom, educators should place a

greater emphasis on learning progression and connecting concepts rather than

presenting a wide range of specific topics. Science is a way of thinking about and

interpreting the world. Children must understand that early exposure to the substance of

science can lead to opportunities in all fields of education and career, (Senechal, 2016).

This implies that when a reader with poor decoding skills has difficulty understanding

the text and is unable to perform activities relating to this subject area.
 37

Problem 3: Is there any significant relationship between the English reading

comprehension level to their Academic performance in English, Math, and

Science subjects?

Table 5

Relationship Between the English Reading Comprehension Level and

English Academic Performance

Reading Comprehension Level * r P Description

English academic performance 0.90 0.000* Significant
Legend: r = Pearson product moment of correlation; P = probability value; * = Significant at 0.05 level.

Table 5 presents the result in identifying the relationship between reading

comprehension level and the academic performance in English of the learner-

respondents, which shows a high positive correlation with a value of 0.90 and a

probability value of 0.000*. This means that the reading comprehension level has a

significant relationship to the academic performance in the English subject tested 0.05

significant level, thus, the null hypothesis is rejected.

This indicates that comprehension is, without a doubt, a key to attaining strong

academic results in school, particularly in the English subject. This implies that learners

can act on an outstanding academic performance, especially in the English subject if

they have a clear grasp of the texts through the stories, passages, lessons, and

questions they read in the English language.

Therefore English reading comprehension plays a significant factor in the

learners’ in their academic performance in English. According to Raca and Lasaten

(2016) in their study, “The higher the English language proficiency levels of the learners
 38

are, the higher they can perform in their academics.” It shows that learners who

possess good reading comprehension skills would predictively be academically good in

their performance in school, especially in the subjects where the English language is the

medium of instruction or the language mostly used in delivering the ideas and

instruction.

Brassell (2018) explains that reading comprehension is the ability to take

information from written text and do something with it in a way that demonstrates

knowledge or understanding of that information. Based on some opinions of some

researchers and experts above, it can be said that reading and comprehension are in

one package, one supports the other, and they are correlated. This implies that there

was a positive correlation between English reading comprehension ability and academic

achievement, implying that the learners with better ability in English reading

comprehension are expected to perform well in academics.

Table 6
Relationship Between the English Reading Comprehension Level and
Mathematics Academic Performance

Reading Comprehension Level * r P Description

Mathematics academic performance 0.88 0.000* Significant
Legend: r = Pearson product moment of correlation; P = probability value; * = Significant at 0.05 level.

Table 6 presents the result in identifying the relationship between reading

comprehension level and the academic performance in Mathematics of the learner-

respondents, which shows a high positive correlation with a value of 0.88 and a

probability value of 0.000*. This means that the reading comprehension level has a
 39

significant relationship to the academic performance in Mathematics subjects tested

0.05 significant level thus the null hypothesis is rejected.

This implies that mathematics is another discipline in which reading ability is linked

to performance. A study conducted by Grimm (2018) the relationship between reading

skills and math skill growth was evaluated, and it was discovered that learners with

greater reading comprehension levels developed problem-solving and data

interpretation skills faster than those with lower reading comprehension levels. Early

reading comprehension had little effect on student computational skills, implying that

reading comprehension is linked to a deeper knowledge of arithmetic concepts. This

means that a learner's trouble completing a math word problem is usually due to

inadequate reading skills.

Studies reveal that students’ reading comprehension highly correlates with their

science performance indicating that reading comprehension is a crucial prerequisite for

science performance. A children's rhyme linked the domains of the three Rs-reading,

'riting, and 'rithmetic-long before the whole language philosophy or integrated curriculum

became focal points for educators. Letters, symbols, and numbers are the primary

methods of communication in the world. This includes the universal sharing of ideas,

concepts, data, and information. This common role in society creates a natural

connection for the integration of reading and mathematics in the school curriculum.

Success in reading and mathematics is based on process skills that incorporate

the integration of contextual information with prior knowledge to produce meaning. The

development of the skills involved in these domains could be considered the four Cs:

construction, collaboration, context, and communication. Knowledge is actively

 40

constructed in each of these areas. In reading, letters form words that symbolize

objects, attributes, or actions (Mills, 2017). Knowledge is communicated with others to

share, compare and assess information. 

The National Council of Teachers of Mathematics acknowledged the integration

between the domains of mathematics and reading with the inclusion of Standard 2,

"Mathematics as Communication," in the "Curriculum and Evaluation Standards for

School Mathematics." The emphasis for the grade groupings like in Kindergarten to

Grade 4 learners, Mathematics can be thought of as a language, reading children's

literature about mathematics, and eventually text material, needs more emphasis in the

K-4 curriculum, children can meaningfully learn mathematics; teachers can help the

process by providing opportunities for them to communicate and to "talk math" with their

friends and use connections to construct knowledge, learn alternative ways to think

about ideas, clarify thinking, and communicate about problems. For Grades 5-8, the use

of the skills of reading, listening and viewing to interpret and evaluate mathematical

ideas. This implies that improving English reading comprehension can improve

Mathematics academic performance.

Since reading has been established as a tool for learning other subjects,

including mathematics, numerous studies have been conducted to investigate the

relationship between the two, particularly in the area of comprehension, which is a

necessary skill for performing mathematical process understanding. Particularly,

researchers discovered skills that are widely credited and used while reading

comprehension and mathematics are being achieved, showing a considerable

association between reading and Mathematics (Roberson 2016). Language skills,

 41

According to Crandall, et al. (2016), are the vehicles via which students learn

mathematical texts and word problems, as well as the reading comprehension skills

required to understand and follow an instructor's presentation of a problem's solution.

Table 7

Relationship Between the English Reading Comprehension Level and

Science Academic Performance

Reading Comprehension Level * r P Description

Science academic performance 0.90 0.000* Significant
Legend: r = Pearson product moment of correlation; P = probability value; * = Significant at 0.05 level.

Table 7 presents the result in identifying the relationship between reading

comprehension level and the academic performance in Science of the learner-

respondents, which shows a high positive correlation with a value of 0.90 and a

probability value of 0.000*. This means that the reading comprehension level has a

significant relationship to the academic performance in Science subjects tested 0.05

significant level, thus the null hypothesis is rejected.

This indicates that learners' reading comprehension is significantly correlated

with their science achievement, implying that reading comprehension is a necessary

precursor for science success. As a result, good readers tend to do better in science,

but struggling readers frequently experience challenges in science due to issues in

reading comprehension, even if their scientific knowledge is comparable to that of good

readers. Furthermore, there is some evidence that individual text qualities, such as

syntax or word count, have a major impact on the relationship between reading
 42

comprehension and Science performance, demonstrating variance in item difficulty

when linguistic factors are changed. The words used by a language or in an area of

study, or "vocabulary," are an important part of literacy. Young pupils need to be able to

understand new terms and concepts since they are exposed to a lot of new

terminologies in the passages they read, especially in academic areas like Science.

This is a subject that strongly relies on students' ability to grasp new concepts and

phrases (Cohen 2016).

This implies that learners will be able to grasp and communicate using suitable

language thanks to a strong concentration on vocabulary, and the use of images will

make learning more enjoyable. Studies reveal that students’ reading comprehension

highly correlates with their science performance, indicating that reading comprehension

is a crucial prerequisite for science performance.

Therefore, good readers usually perform better in Science, whereas struggling

readers often face obstacles in science performance due to their difficulties in reading

comprehension, even though their scientific knowledge might equal those of good

readers (Stansfield ,2018). This also implies that reading is not just a vital element of

how students learn science information, but it is also an important aspect of what

professional scientists perform. Scientists and engineers spend more than half of their

working time reading, analyzing, and creating text, according to one research. There is

no science without research, but research would come to a standstill without

communication. Reading, researching, writing, and repeating are all essential inputs

and outputs for research.

 43

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This section presents the summary of findings, conclusions, and

recommendations drawn from the study. This is intended to convey an objectives

description and detailed analysis of the variables.

This study primarily determined the Reading Comprehension Level of Learners in

Kinoguitan, Misamis Oriental, during the School Year 2020-2021. Specifically, this study

sought to answer the following: 1) What is the respondents’ reading comprehension

level in the PHIL-IRI English Silent Reading Test? 2) What is the level of the

respondents’ academic performance based on English, Mathematics, and Science

Subjects? 3) Is there any significant relationship between the respondents’ English

reading comprehension level to their academic performance in English, Math, and

Science subject.

Findings

Based on the preceding data, the following results are summarized:

1. Respondents’ English Reading Comprehension Level

ENGLISH
Reading Comprehension Levels
Frequency Percentage
Independent Level 29 24.17

Instructional Level 57 47.50

Frustration Level 34 28.33

TOTAL 120 100.00

 44

2. Respondents’ Academic Performance in English, Mathematics and

Science Subjects

ENGLISH MATHEMATICS SCIENCE

Frequen- Percen- Frequen- Percen- Frequen Percen-
Grades
cy tage cy tage -cy tage
90-100 26 21.67 20 16.67 27 22.50
85-89 33 27.50 33 27.50 34 28.33
80-84 49 40.83 51 42.50 43 35.83
75-79 12 10.00 16 13.33 16 13.33
60-74 0 0.00 0 0.00 0 0.00
TOTAL 120 100% 120 100.00 120 100.00

3. Reading Comprehension Levels and Academic Performance in English,

Mathematics and Science Subjects

Reading Comprehension Reading Comprehension Reading Comprehension

Levels and English Levels and Mathematics Levels and Science
Academic Performance Academic Performance Academic Performance

r p Description r P Description r p Description

0.90 0.000* Significant 0.88 0.000* Significant 0.90 0.000* Significant

Legend: r = Pearson product moment of correlation; P = probability value; * = Significant at 0.05 level.
 45

Conclusions

Based on the preceding findings, the following conclusions are made:

1. The intermediate learners at Bolisong Elementary School have a good foundation

in English reading comprehension and can understand the texts they've read, but

they still need the teacher's or parents' support with guided reading instruction.

2. Subsequently, As a result, the intermediate learners at Bolisong Elementary

School have an average academic performance and sufficient knowledge of

English, Mathematics, and Science lessons, topics, and concepts.

3. Consequently, intermediate learners at Bolisong Elementary School's academic

performance in English, Math, and Science is greatly influenced by their English

reading comprehension level.

Recommendations

Based on the findings and conclusions, the following recommendations were

suggested:

1. The school head should encourage teachers to assess and plan reading

innovation to improve instructional readers to independent readers and make use

of reading materials such as big books, story books, and any form of materials

that would suit the learners’ needs and interests and enhance their reading skills.
 46

2. The teacher should provide learners with learning activities and projects to

improve their grades and use technology to increase learners’ engagement in

classroom discussions.

3. The teacher should implement the reading programs initiated by the Department

of Education, such as the 3B’s: Hamon Bawat Bata Bumabasa, the ELN, and the

Division of Misamis Oriental reading initiatives like Reading Carousel Project and

Power V200 Engish, which helps to enhance the vocabulary, fluency, and

comprehension of the learners and to enrich their academic achievement.

 47

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 49

Roberson M. E. The definition of reading interest and its relation to reading ability.Journ
al of Research in Reading, 34(3), 275- 277. (2016)

Sammons, Bergen, Zuijen, Bishop & Jong. Importance of Parental Involvement.https://fil

es.eric.ed.gov/fulltext/EJ1156936. (2017).

Skemp U. A Examining differences in mathematics and reading achievement among gr

ade 5 pupils in Vietnam. Studies in Educational Evaluation, 34, 155-164. (2016)

Stansfield R. S Science and mathematics teaching preparation in Tanzania: Lesson fro

m teachers improvement project in Tanzania 1965-2006 Dar es Salaam:NUE jour
nal of international Education Cooperation. Vol.2 (2018)

Taylor S. W. Association between reading achievement and independent reading in ear

ly elementary school: Child Development, 82(6), 2132-2133. (2019)

Thompson, K. T. Language proficiency and academic success: Relationships between

proficiency in two languages and achievement . Research Journal, 21(4), 395–
408. (2016)

Vilenius-Tuohimaa, P., Aunola, K., & Nurmi, J. The association between mathematical
word problems and reading comprehension. Educational Psychology. 28(4),409-
426.(2018)

Wellington T.R. Examining the relations between reading fluency and reading comprehe
nsion for English language learners. Psychology in the Schools,49(6), 545-549.
(2017)

C. Unpublished Thesis and Dissertation

Miñoza, Manilyn V. “Reading Comprehension Level Among Intermediate Learners”

Unpublished thesis. Cagayan de Oro: PHINMA COC, (2019)
 50

D. Deped Order / Legal Basis in Education

DepEd Memorandum 173, s. 2019 ,”3Bs: Hamon Bawat Bumabasa”

Deped Order 014 s. 2018“Policy Guidelines on the Administration of the Revised

Philippine Informal Reading Inventory”

DepEd Order No. 18, S. 2017 ,” Guidelines On The Utilization Of The 2017 Every Child
A Reader Program Funds For The Early Language, Literacy, And Numeracy
Program: Professional Development Component

DepEd Order 12 S, 2015, “Guidelines On The Early Language, Literacy, And Numeracy
Program: Professional Development Component

APPENDIX A
Letter of Request to Conduct the Study

JONATHAN S. DELA PEÑA, PhD, CESO V

Schools Division Superindentent
Division of Misamis Oriental
Velez St., Cagayan de Oro City

Dear Sir:

A glorious day!

As part of my requirements for the Degree of Master of Arts in Educational

Administration, I would like to ask your permission to conduct my research study entitled
“Reading Comprehension and Academic Performance of Learners in Kinoguitan,
 51

Misamis Oriental in Bolisong Elementary School, Kinoguitan District. Furthermore, I am

hoping for your consideration on this matter.

Thank you and God bless!

Sincerely Yours,

JANICE P. MANTIQUILLA
Researcher

Approved by:

JONATHAN S. DELA PEÑA, CESO V

Schools Division Superintendent
 52

APPENDIX B

Phil IRI Silent Reading Comprehension Assessment for Grade IV, V and VI

Learners

ENGLISH POST – TEST FOR GRADE IV (INDIVIDUAL GRADED PASSAGES)

SET TITLE OF SELECTION

Set A The Tricycle Man

Set B Cat and Mouse

Set C Marian’s Experiment

Set D On Market Day

 53

Read each selection silently. Then read the questions that follow and
write the letter of the correct answer in the answer sheet:

SET A

The Tricycle Man

Nick rides a tricycle. Every morning, he waits for riders.

Mr. Perez says, "Please take me to the bus station."
Mrs. Pardo responds, "Please take me to the market."
Mike and Kris said, "Please take us to school."
"But I can only take one of you," Nick tells the kids.
“Oh, I can sit behind you Nick,” says Mr. Perez.
“Kris or Mike can take my seat."
“Thank you, Mr. Perez,” say Mike and Kris.

Questions:

1. Who is the man on the tricycle?

a. Mike b. Nick c. Mr. Perez

2. What exactly was Nick's issue?

a. There was a significant amount of traffic.
b. He was unable to transport the children to school.
c. For either Kris or Mike, there was only one seat available.

3. What was the number of riders on the tricycle man's bike?

a. two b. four c. three

4. Who assisted Nick in resolving his issue?

a. Mr. Perez b. Mrs. Pardo c. another tricycle driver

5. Which of the following words best defines Mr. Perez?

a. kind b. strict c. proud
 54

6. Which happened last?

a. Mr. Perez told Nick to take him to the bus station.
b. Mrs. Pardo told Nick to take her to the market.
c. Kris and Mike told Nick to take them to school.

SET B

Cat and Mouse

In an old house, a mouse and a cat lived. The mouse remained.

The cat slept under the table in a hole. The mouse emerged from
its hole one night.

"Mmmmmmmmmmmm " it says. As it climbed the table, I

pondered. As soon as it began nibbling on the cheese.

A fork was dropped. It roused the cat, who bolted up the table.
The mouse, on the other hand, The cat couldn't keep up with him.
It raced back to its hole. Finally, I'm safe!

Questions:

1. What was the home of the cat and the mouse?

a. in a big hole
b. in an old house
c. under the dining table

2. What caused the mouse to emerge from its hole?

a. to find a mate
b. to look for food
c. to play with the cat

3. What caused the cat to wake up?

a. It liked the smell of the food.
b. It was asked to play by the mouse.
c. The fork created a noise, which it heard.
 55

4. What could the cat do next time to get the mouse?

a. run faster
b. sleep later
c. stay alert for loud sounds

5. Which event occurred last in the story?

a. The mouse took a whiff of the food on the table.
b. The cat awoke and went after the mouse.
c. The mouse ran back to its den.

6. Why did the mouse express gratitude at the conclusion of the

story?
a. It was successful in eluding the cat.
b. It ate cheese and bread.
c. It noticed the cat.

SET C

Marian’s Experiment

Marian returned home after a long day at school. She proceeded to

the kitchen. and spotted her mother preparing a meal

"Do we have mongo seeds, Mama?" " Marian inquired. "I'll do it."

"Try something new. "Mama replied, "Yes, we have some in the

cabinet."

Marian went out and bought some seeds, which she put in a
wooden box.

box. Every day, she watered the seeds. She made certain they had
everything they needed.

Enough sunlight Marian was overjoyed to see stems after three

days and the budding of leaves Her mongo seeds germinated and
sprouted into new plants.
 56

Questions:

1. In the kitchen, what did Marian look for?

a. mango seeds b. mongo seeds c. melon seeds

2. What was she planning to do with the seeds?

a. She had fun with them.
b. They were prepared by her.
c. She was the one who planted them.

3. Which of the events below occurred last?

a. Seeds produced a few stalks and leaves.
b. Marian used a wooden box to plant the mongo seeds.
c. Marian sprayed the seedlings with water.

4. Marian had no idea how to plant seeds.

a. In the house, the seeds should be placed in a wooden box.
b. Seeds develop regardless of whether or not they are
nurtured.
c. Water and sunlight are required for seed growth.

5. Marian has a lot to teach us.

a. It's wonderful to be content.
b. Curiosity is a good thing.
c. Being obedient is a good thing.

6. Which of the following sentences indicates that Marian experiment

was successful?
a. There were mongo seeds in the cabinet, according to
Mother.
b. The seeds began to produce stems and leaves.
c. Water and sunlight were plentiful for the mongo seeds.
 57

SET D

On Market Day

Manuel goes to the market with his father every Saturday.

Adorable. They always stop by Aling Juaning's stall to purchase

something meat. For fresh vegetables, they go to Mang Tinoy's.
They are also visit the seafood department of Aling Tita.

Manuel usually tries to outdo Mang Ador when he buys something

to guess what his father is going to make for lunch Today is Mang
Ador's birthday.

Tamarind, tomatoes, string beans, radish, and shrimp were

purchased.

"I know what we're having for lunch," Manuel exclaims cheerfully.

Are you able to figure it out as well?

Questions:

1. In the selection, who is the father?

a. Ador b. Tinoy c. Manuel

2. From which stall do the father and son purchase their fish?
a. Mang Tinoy’s stall
b. Aling Tita’s stall
c. Aling Juaning’s stall

3. What part of the store do the father and son always visit?
a. fish, meat, and fruits sections
b. vegetable, fish, and fruit sections
c. vegetable, seafood, and meat sections
 58

4. The boy in the story tries to guess what they will have for lunch.
When someone tries to forecast anything, they are attempting to
.
a. ask b. hear c. guess

5. The boy in the story shows us that a person can find out what his
family will have for lunch by ______________.
a. looking at what his father buys from the market
b. asking his mother what she thinks his father will cook
c. smelling the scents in the kitchen as his father cooks

6. On their way to the market, what do you think Manuel says?

a. “I’m tired.” b. “I’m excited.” c. “I‘m nervous.”
 59

ENGLISH POST – TEST FOR GRADE V (INDIVIDUAL GRADED PASSAGES)

SET TITLE OF SELECTION

Set A The Snail with the Biggest House

Set B The Great Runner

Set C Trading Places

Set D The Legend of the Firefly

Read each selection silently. Then read the questions that follow and write
the letter of the correct answer in the answer sheet.

SET A

The Snail with the Biggest House

"I want to have the biggest house," a little snail told his father. "Keep
your house light and easy to move," his father advised. The snail, on
the other hand, ate a lot until his house got big.

"You now have the largest house," the snails declared. The
snails eventually ate all of the grass on the farm. They made the
decision to relocate.
 “Help! "I'm stuck," complained the snail with the largest home.

60

Questions:

1. What kind of home does the father snail envision for his little snail?
a. big and tidy c. large and colorful
b. hard and durable d. light and easy to carry

2. The house grew enormous. A synonym of enormous is

a. huge b. lovely c. different d. expensive

3. Why are the snails moving to a new location?

a. Their enemies bother them
b. They want to see other places.
c. They have eaten all the grass in the farm.
d. They don’t want to be with the snail with the biggest house.

4. When they were about to move, what was the small snail's problem?

a. “Will I build another house?”

b. “How can I carry my very big house?”
c. “What will happen to my biggest house?”
d. “What if another snail will have a house bigger than mine?”

5. Why did the other snails abandon the small snail?

a. He eats too much grass.
b. They did not want to be with him.
c. They could not move his very big house.
d. The little snail did not want to leave its house.

6. At the conclusion, which of the following did the little snail think?
 61

a. “My friends did not help me at all.”

b. “I should have stored more grass and leaves in my house.”
c. “Father was right. I should have a house that is easy to carry.”
d. “Never mind if I stay behind. I have the biggest house anyway.”

7. Which of the following scenarios is the most likely for the small snail?
a. It will die of hunger.
b. It will destroy its house.
c. It will follow the other snails.
d. It will live happily in the farm.

SET B

The Great Runner

A Atalanta is a beautiful princess who is also a fantastic runner.

"It's time you got married," her father said one day. "I'll marry a man

who can beat me in a race," Atalanta said. Many young men took a

chance. However, they were all defeated. Hippomenes sought

assistance from the goddess of love. She said, "Here are three

golden apples."

"Throw one apple in front of Atalanta during the race." She'll come to

a halt to pick it up. Hippomenes, on the other hand, took her advise
 62

Questions

1. Which of the following sentences contains information about Atalanta?

a. She did not want to get married. c. She was a great runner.
b. She was an obedient daughter. d. She loved Hippomenes.

2. What sort of man would she choose to marry?

a. a kind prince c. a great runner
b. a clever ruler d. a handsome man

3. Hippomenes became Atalanta’s __________________.

a. friend b. enemy c. adviser d. husband

4. Many tried their luck. When one tries his luck, he ___________
a. always wins. c. really wants to win.
b. is sure to win. d. attempts to win.

5. Hippomenes heeded Aphrodite’s advice. The synonym of heeded is

a. followed b. disobeyed c. laughed at d. disregarded

6. Who was Aphrodite?

a. the godmother of Hippomenes c. the goddess of love
b. the mother of Atalanta d. the great teacher

7. How did the golden apples help Hippomenes win?

a. They had magic powers.
b. They made Atalanta sleepy.
c. They delayed Atalanta during the race.
d. They gave Hippomenes strength in running.

SET C
 63

Trading Places

"I've heard you give this speech many times," the driver said

the professor on a trip to a university. "The folks in this university

haven't seen me yet," the professor remarked, "but I can provide it

for you." Give the speech. I'll pose as your driver." When they

arrived, the professor was introduced as the driver. He gave a

fantastic speech.

The audience erupted in applause. After that, someone asked

a question to which the driver was unable to respond. "Oh, that's

such an easy question," he said to get out of the awkward situation.

You can get the answer from even my driver! ”

Questions

1. Why did the professor receive an invitation from the university?

a. to give a test c. to donate books
b. to give a lecture d. to attend classes

2. Why was it so simple for the driver to impersonate the professor?

a. The professor appeared to be the chauffeur.
b. The driver wore a professor's outfit.
c. The professor's driver was just as smart as the professor.
d. The lecturer has yet to be seen by the attendees.

3. Why was the title of the selection Trading Places?

a. The driver was able to respond to the question.
b. The professor and the driver switched places.
c. The professor and the driver swapped seats.
d. The professor took a seat among the audience.
 64

4. How would you describe the professor based on the selection?

a. a boring lecturer c. a humorous person
b. an excellent driver d. a generous employer

5. The motorist attempted to free himself from a precarious predicament.

What exactly was the thorny situation?
a. The professor was recognized by one of the attendees.
b. The driver was unable to give the lecture.
c. The professor was unable to get up from his seat.
d. The driver was stumped for a response.

6. Why did the driver say “Even my driver can give you the answer!”?
a. to admit that even he did not know how to answer
b. to stop the audience from asking more questions
c. to stop the real professor from answering the question
d. to prove to the participants that the question was easy

7. He gave a very good speech and everybody applauded. Another word for
applauded is ________________________.
a. kept very quiet
b. started to leave
c. clapped their hands
d. asked him to speak louder

SET D

The Legend of the Firefly

Bathala used to be able to speak with both young and senior

celebrities. The young stars discovered one day that as they grow

older, they will become part of a black hole. The young stars were

afraid of losing their radiance. They sought Bathala's assistance.

"I've come up with a solution." "However, you must make a lot of

sacrifices," Bathala explained.

Some of the younger stars agreed, "You ought to leave the

heavens and dwell on land." You might come across these stars on a
 65

Questions

1. What were the concerns of the younger stars?

a. asking for help c. losing their light
b. becoming insects d. leaving the heavens

2. What was Bathala's answer to the dilemma of the younger stars?

a. He will make them young forever.
b. He will turn them into bugs with lights.
c. He will give them their light for eternity.
d. He will give them a new life in the heavens.

3.“One might chance upon these stars on a very dark night.” Which
statement below means the same thing?
a. One will always see these stars on a very dark night.
b. One will never see the stars on a very dark night.
c. One will surely see these stars on a very dark night.
d. One will possibly see these stars on a very dark night.
4. The story is a legend. This means that _________________.
a. It is a real story about a person’s life.
b. It is a story which could really happen.
c. It is a story about where things came from.
d. It is a story where there are talking animals.

5. According to the selection, what is a firefly?

a. a bug that wants so much to be a star
b. an old star that already lost its energy
c. an insect that died and went to heaven
d. a young star that became a glowing insect

6. Which statement is NOT explicitly stated in the given selection? Fireflies

are _____________________.
a. young stars that did not want to lose their energy
b. twinkling bugs that used to be fearful young stars
c. insects with chemicals that make their bodies glow
d. young stars that once lived in the heavens with old stars
 66

7. Why did Bathala say “you would have to give up much” to the young
stars?
a. Life on earth will give them less light.
b. The young stars will give up their lives.
c. The young stars will not be happy on earth.
d. Life was better in the heavens than on earth.

ENGLISH POST – TEST FOR GRADE VI (INDIVIDUAL GRADED PASSAGES)

 67

SET TITLE OF SELECTION

Set A The Snail with the Biggest House

Set B The Great Runner

Set C Trading Places

Set D The Legend of the Firefly

Read each selection silently. Then read the questions that follow and write
the letter of the correct answer in the answer sheet.

SET A

Rocks from the Outer Space

Meteor, meteorite, and meteoroid are three names for rocks

that come from outer space.
A meteoroid is a fragment of stuff that is traveling through
space. It can travel at speeds of up to 40 miles per second. It could
be big or small. The majority of meteoroids are the size of a grain of
sand.
When a meteoroid flies close to the earth, it catches fire.
Before they touch the ground, the majority of meteoroids burn up.
Meteor refers to the burst of light produced by a burning meteoroid. A
meteorite is a chunk of meteoroid that falls to the ground.
 68

Questions

1. Where do meteoroids come from?

a. from the outer layer of the earth c. from the outer space
b. from the other planets d. from the moon

2. A meteoroid catches fire when .

a. it hits the earth. c. it collides with a spacecraft.
b. it falls to the ground. d. it comes into the air near the earth.
3. Where do meteoroids come from?
a. when it falls to earth and burns down houses
b. when it makes holes in a spacecraft
c. when it hits the airplanes
d. when it catches fire

4.The rocks from outer space are studied to find out

________________.
a. the time that they fall on earth. c. how to avoid their fall on earth
b. how these rocks could be used d. how to keep them from making
holes in spacecraft

5. What are the differences between meteoroids, meteorites, and meteors?

a. They are all small. c. They all fall to the earth.
b. They are all rocks. d. They all turn into balls of fire.

6. When one sees a flash of light in space, he may exclaim _____________.

a. “That’s a meteor.” c. “That’s a meteoroid.”
b. “There’s a meteorite.” d. “A meteoroid hit a spacecraft.”

7. Which definition of a meteorite is the most accurate?

a. a burst of light from a meteoroid on fire
b. a meteoroid fragment that lands on the ground
c. a fragment of space rock that collided with a spacecraft
 69

d. a shard of space rock that burns up before striking the ground

8. In the sentence, “They research ways to keep meteoroids from

making holes in the spacecraft,” another word for research is
____________.

a. study b. solve c. conclude d. experiment

SET B

Beetles

Beetles can live in a variety of environments. Except for the ocean, they

can be found crawling, burrowing, flying, and swimming on every continent. What

is it about beetles that allows them to thrive on our planet? They have robust,

compact bodies, for starters. These assist them in hiding, finding food, and laying

eggs in locations where other insects would not be able to.

Almost all beetles have sturdy front wings with gorgeous designs and

colors. These wings also provide as protection for the beetles' transparent hind

wings, which are employed for flight.

Beetles have mouth pieces that are adapted to eat a variety of foods.

Other insects, animal excrement, and even cloth are eaten by them. They eat the

barks, leaves, flowers, and fruits of various plants.

 70

Questions
1. Which of these places aren't likely to have beetles?
a. in the mountain c. in the sea
b. in the plains d. in the hill

2. In the sentence Beetles can adapt to any kind of environment, which is

a synonym of adapt?
a. get used to c. crawl
b. change d. eat

3. What pair of words describe the beetles’ front wings?

a. transparent and thick c. wide and thick
b. tough and colorful d. silky and soft

4. What is the use of the beetles’ hind wings?

a. for protecting the front wings c. for finding food
b. for covering the body d. for flying

5. Which of the following best describes the selection's basic idea?

a. reasons why beetles can live in any environment
b. locations where beetles can be found
c. Beetles have a compact body.
d. the food eaten by beetles

6. What action of the beetle means making a hole in the ground?

a. burrowing b. swimming c. crawling d. flying

7. The front wings of most beetles ______________.

a. are transparent c. protect the hind wings
b. hide the beetles d. maybe used for swimming

8. If someone says, “You eat like a beetle” it means that _____________.

 71

a. You are a picky eater. c. You don’t have appetite.

b. You can eat anything. d. You eat very little amount of food.

SET C

Just How Fast

Many things in our environment move at varying speeds. Glaciers,

which are frozen rivers of snow, only move a few inches every day. A box
turtle moves at roughly ten feet per minute, but a snail moves at about five
inches per hour. A chimney swift can reach speeds of nearly 90 miles per
hour. This is the fastest speed that any living species has ever achieved.
At nearly 300 miles per hour, a hydroplane skims across the water's
surface. Some racing cars reach speeds of above 500 mph. Although the
wind of a tornado might reach 600 miles per hour, sound waves can reach
740 miles per hour.
The Earth orbits the sun at a speed of 67,000 miles per hour. With a
distance of 186,000 miles.
 72

Questions
1. Which living creature has the highest recorded speed?
a. a box turtle c. sound waves
b. light waves d. a chimney swift

2. Among the following, which has the slowest rate of movement?

a. a snail b. a glacier c. a box turtle d. a chimney swift

3. What does this statement mean? “Science has yet to discover anything
that would surpass the speed of light.”
a. Someday, something faster than light will be discovered.
b. Of all moving objects, only light waves will never slow down.
c. Among all things, light waves will always have the fastest speed.
d. Of all that has been observed, light waves have the fastest speed.

4. Which among these statements is true?

a. A box turtle is faster than a snail.
b. A snail is faster than a box turtle.
c. A hydroplane is slower than a glacier.
d. A glacier is faster than a hydroplane.

5. Which among these statements is NOT supported by the selection?

a. Tornadoes are around double the speed of a hydroplane.
b. Sound waves are about two times the speed of light waves.
c. A hydroplane is about half the speed of the wind in a tornado.
d. The speed of light is faster than the speed of the earth’s rotation.

6. “Science has yet to discover anything that would surpass this speed.” The
synonym of surpass is ____________.
a. equal b. reduce c. accede d. exceed

7. Which among these statements is an opinion?

a. Sound waves move faster than the wind.
b. There will never be anything faster than light.
c. Many things differ in their rates of movement.
d. The earth orbits the sun at 67,000 miles per hour.
 73

8. Which sentence states the main idea of the selection?

a. A hydroplane skims across the top of the water at nearly 300 miles an
hour.
b. There are many things found around us that move at different rates.
c. The chimney swift has the fastest recorded speed among living things.
d. The Earth orbits the sun at 67,000 miles per hour but light moves faster

SET D

Flying Rocks

In our Solar System, there are rocks that have never clumped together to
form planets. The Asteroid Belt, which runs between Mars and Jupiter, collects
the larger ones, known as asteroids. Some asteroids do not travel along this belt,
although they do follow routes that bring them close to Earth. These asteroids
are known as Apollo Asteroids.

There could be 500,000 asteroids with sizes more than one kilometer. The
largest asteroid has a diameter of over 1000 kilometers. Many asteroids are
thought to have been larger at one time, but collided and fragmented into little
fragments.

Meteoroids, unlike asteroids, are small stony bodies that are dispersed
throughout space and do not orbit the sun. They pass through Earth's orbit and
are frequently seen burning up in the atmosphere.
 74

Questions

1. What are asteroids, exactly?

a. Large rock pieces in the Solar System
b. The moon is surrounded by large rock particles.
c. Small shards of rock that do not revolve around the sun
d. Small rock pieces that do not orbit the planets

2. What are meteoroids, exactly?

a. The sun is surrounded by large rock particles.
b. Large rock pieces that round the planets
c. Small shards of rock that do not revolve around the sun
d. Small shards of rock that do not intersect the orbits of the planets
3. Which one of the following assertions is false?
a. Some asteroids approach the Earth.
b. In the Asteroid Belt, large boulders congregate.
c. Planets have developed from all of the rocks in our Solar System.
d. Between Mars and Jupiter is the Asteroid Belt.

4. “It is speculated that many asteroids were once larger.” What does
the word speculated mean?
a. written b. guessed c. confirmed d. questioned

5. What might be the cause of asteroids not colliding with each other?
are they still as big as they were imagined to be?
a. When they came closer to the sun, they could have diminished.
b. They may have collided and shattered into bits.
c. They might have burnt up and shrunk as a result.
d. They may have collided with a planet and shattered.

6.In the case of asteroids and meteoroids, which of the following

propositions is TRUE?
a. In a belt of rocks between Mars and Jupiter, both asteroids and
meteoroids may be spotted.
b. Asteroids and meteoroids both orbit the Earth and emit faint
flashes of light.
 75

c. Asteroids and meteoroids are made up of rocky particles that may

be found throughout the Solar System.
d. Both asteroids and meteoroids are strewn over the sky at random. They
are not in orbit around the sun and are not in space.

7. Many asteroids must have collided with one another. What is a

synonym of the word “collided?”
a. trapped into c. converged with
b. crashed into d. connected with

8. If you see faint flashes of light in the night sky, which of the
following could have happened?
a. Flames shoot up from the sun and come closer to the earth.
b. Meteoroids have just crossed the earth’s orbit and burned up.
c. Meteoroids have just crossed paths with the sun and burned up.
d. There are moments when the earth orbits a lot closer to the sun

KEY TO CORRECTION IN ENGLISH:

Post – Test
Grade IV

The Tricycle Cat and Marian’s On Market

Man Mouse Experiment Day
1 b b b a
2 c b c b
3 b c a c
4 a a c c
5 a c b a
6 c a b b

Grade V

The Snail with

The Great The Legend
the Biggest Trading Places
Runner of the Firefly
House
1 d c b c
2 a c d b
 76

3 c d b d
4 b d c c
5 c a d d
6 c c b c
7 a c c d

Grade VI

Rocks from
Beetles Just how fast Flying rocks
outer space
1 c c d a
2 b a b c
3 d b d c
4 b d a b
5 b a b b
6 a a d c
7 b c b b
8 a b b b

APPENDIX C

PHIL-IRI CLASSROOM SUMMARY RECORD (ENGLISH)

School: ____________________________ Class/Section: _______________

School Year: ____________ Teacher: _____________________________

Comprehension Level
Name of Pupil Reading Level
Ind Ins Frus
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APPENDIX D

SCHOOL FORM 9 PROGRESS REPORT CARD

Name of Pupils:
School: ____________________________ Class/Section: _______________
School Year: ____________ Teacher: _____________________________

QUARTER Final
Learning Areas Grad Remarks
1 2 3 4 e

Filipino
English
Mathematics
Science
Araling Panlipunan
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Edukasyon sa Pagpapakatao
(Esp)
Edukasyong Pantahanan at
Pangkabuhayan (EPP)
MAPEH
Music
Arts
PE
Health
General Average

CURRICULUM VITAE

CONTACT INFORMATION
Name : Janice Pallo Mantiquilla
Address : Calubo, Kinoguitan, Misamis Oriental
Contact Number : 0997-219-7212
E-mail Address : janice.mantiquilla@deped.gov.ph

PERSONAL INFORMATION
Date of Birth : May 14, 1995 Gender : Female
Place of Birth : Calubo, Kinoguitan, Mis.Or Citizenship: Filipino
Civil Status : Single Religion : Roman Catholic
Father : Johnny R. Mantiquilla
Mother : Nilda P. Mantiquilla

EDUCATIONAL BACKGROUND
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College:

March 2015 Bachelor of Elementary Education

Xavier University – Ateneo de Cagayan
Corrales Extension St.

Secondary Education:

March 2011 Holy Child High School

Poblacion, Kinoguitan, Misamis Oriental

Elementary Education

March 2007 Calubo Elementary School

Calubo, Kinoguitan, Misamis Oriental

ELIGIBILITY

September 2015 Licensure Examination for Teachers

Given in Cagayan de Oro City

WORK EXPERIENCE

September 24, 2018 Elementary School Teacher 1

up to present Department of Education
Division of Misamis Oriental
Bolisong Elementary School

TRAININGS AND SEMINARS ATTENDED

November 13, 2021 Developing A Culture of Innovative and Resilient Leadership

SEAIETI - International Educational Leadership Training
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Program
May 13, 2020 Conduct of Online Training of Trainers of Kotobee E-book
Making for MAPEH Division of Misamis Oriental

October 18, 2019 Division Festival of Talents in Technolympics 2019 Misamis

Oriental Genaral Comprehensive High School
Don Apolinario Velez St. CDO

October 9, 2019 Conduct of Division Training of Trainers for Edukasyong

Pantahanan at Pangkabuhayan (EPP)
Division Talent and Event Center, Velez St. CDO

August 14, 2019 Seminar-Workshop for School Learning Action Cell (SLAC)
Resource Speakers on ICT-Based Innovation Practices and
Teaching Strategies
Hotel Conchita, CDO

November 10, 2018 PHINMA Cagayan de Oro College Graduate School

Research Colloquium
PHINMA-COC CAMPUS

December 17, 2018 Gender and Development (GAD) Seminar

Kinoguitan District

February 2, 2018 to Simultaneous Training on Early Language Literacy and

February 16, 2018 Numeracy for Kindergarten to Grade 3
Kinoguitan District

September 27, 2015 Mother Tongue Based - Multilingual Education Seminar

Xavier University - School of Education Staff
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