IMPACT OF HAVING DIFFICULTIES IN READING OF GRADE 11 LEARNERS IN

LEONOR M. BAUTISTA NATIONAL HIGH SCHOOL

S.Y. 2024-2025

A research
Presented to

The Faculty of
Leonor M. Bautista National High School (LMBNHS)
Brgy. Pias, General Tinio, Nueva Ecija

In Partial Fulfillment of the Requirements

In ENGLISH 10

Presented to:
CHRISTY GRACE M. PAGADUAN
Research Adviser

Presented by:
Leader: Sopia H. Busalpa
Assistant Leader: Jennelyn A. Manabat
Members:
Cristine P. Fernandez Jerome S. Fajardo
Aldren G. Atendido Nick Adrian T. Bago
Archie R. Bulacan Justine R. De Guzman
Nilmar C. Cuizon Aldrich Mallare
Cedrick A. Henita Steven Nataniel M. Capala
Romalee De Ocampo
April 2024

Chapter II

Introduction

INTRODUCTION

Reading is the process of interpreting written or printed

words in order to understand their meaning. It involves

recognizing and understanding symbols, letters, and words in

order to comprehend a written text. Reading can take many forms,

including reading books, articles, websites, and other written

materials. It is a fundamental skill that is essential for

learning, communication, and personal development.

Learning is a process of acquiring new knowledge,

skills, behaviours, or understanding through study, experience,

or teaching. It is a fundamental aspect of human growth and

development, and making sense of the world around us, reading and

learning are important because two languages shape rapid

comprehension.

There are many young people today who have passed high

school who still do not know how to read. And many of today’s

youth do not even know how to read because they are immersed in
social media or online games. Sometimes poverty is not the

reason why young people struggle with reading. Sometimes it’s

because of the lack of attention of the parents, getting soaked

in social media, getting blocked and being lazy to get well.

There are many young people who are just well as long as

others are fine with them even if they don’t understand, but is

it necessary until they realize that this is what they can get

used to? We should help each other so that this problem can be

solved immediately. The youth need to be limited in other things

such as being immersed in social media and hanging out with

friends. The youth need to be given attention and taught how to

read and understand as a researcher we want to study this to give

a solution and even we can be positive in what we read and will

read because reading is important and it is important that you

understand what you read.

CONCEPTUAL FRAMEWORK

The focal points of this study is the improvement of reading

skills of the students by determining the difficulties of reading

of grade 11 students of Leonor M. Bautista National High School

S.Y. 2023-2024.

Therefore, reading has paramount significances in the English

Language curriculum. In this regard literature has suggested

giving special focus to the instruction of extensive reading

(Tabi,2004).

Reading is the extent to which learners will learn better in

laissez-faire atmosphere of enriched surroundings or in an

instructed sequence of direct attention to the strategies of

efficient reading (Tellez,2006).

According to Tellez (2006) reading is a key to student

gains in linguistic competence, vocabulary, spelling and writing.

Moreover, Tona (2009) also found that reading for pleasure and

reading without looking up all the unknown words were both highly

correlated with overall language proficiency.

According to Connor, et. al (2014) also added that reading

difficulties present serious and potentially lifelong challenges.

Children who do not read well are more likely to be retained in

grade school; drop out of high school become teen parents, or

 enter the juvenile justice system. Thus, Preventing reading

difficulties early in children’s school careers has potential

long-term benefits to the individual as well as society.

Research Paradigm

IMPACT OF HAVING DIFFICULTIES IN READING OF GRADE 11 LEARNERS OF

LEONOR M. BAUTISTA NATIONAL HIGH SCHOOL

Independent Variables Dependent Variables

The different they are not good

Profile of the respondent
in reading on grade 11 students
1.1 Age
1.2 Gender
1.3 Year level and section

Expected Output

Statement of the problem

 This study aimed at Impact of having difficulties in

reading of grade 11 students of Leonor M. Bautista National High

School (LMBNHS) for School year 2023 2024

Specially, it seeks answers the following question:

1.How many the profile of the students be described in terms

following:

1.1 Age

1.2 Gender

1.3 Grade Level and Section

2. How many the writing difficulty in English affect the

respondents in terms of:

SCOPE AND DELIMITATION

The study was conducted in Leonor M. Bautista National High

School (LMBNHS) at Brgy. Pias, General Tinio, Nueva Ecija S.Y,

2024-2025. The respondents in the study were 20 students from

grade 11 Humms, and 38 students from grade 11 Gas. The total

respondents consist of students from grade 11 level of Leonor M.

Bautista National High School (LMBNHS). The respondents were

randomly selected.
SIGNIFICANCE OF THE STUDY

The outcomes and results of this would benefit the

following learners, teachers, school administrators, future

researchers and researchers themselves.

LEARNERS. They may know the reason why reading comprehension.

Unique characteristics, abilities, and learning styles.

Understanding these individual differences is crucial for

educators to tailor their teaching methods and strategies to meet

the diverse needs of learners.

TEACHERS. Reading and learning provide opportunities for teachers

to reflect on their teaching practices explore new ideas and

develop professionally. It helps them refine their skills, expand

their perspectives, and adapt to the involving needs of their

students.

SCHOOL ADMINISTRATORS. The study of the significance reading and

learning for school administrators focuses on understanding the

role of administrator in promoting and supporting effective

reading and learning practices within education institutions.

FUTURE RESEARCHERS. It will be served as their guide or reference

for their future research.

Definition of Terms

Comprehension. is a dynamic process in which information from

the text and knowledge possessed by the reader interact to enable

the reader to construct meaning before, and after reading.

English. as subject it is defined as a studies about grammar

spelling enriching vocabulary comprehension, communication, and

understanding literature.

Grammar. Language study dealing with the forms of word and with

their arrangement in sentences.

LMBNHS. Leonor M. Bautista National High School.

Respondents. the person who responds/response the study.

Phrases. a small group of words standing together as a

conceptual unit, typically forming a component of a clause.

Struggle Reading. as student who are lacking skills in one of

the five essential areas of literacy. This deficit negatively

affects their academic performance, and they would benefit from

remediated area of weakness.

 CHAPTER II

METHODOLOGY

This chapter discussed the method of research used in the

study and the instrument in gathering data regarding the survey

about the Impact of reading in Grade 11 leaners in English the

selection of respondent’s sources of data and the statistical

tools used

RESEARCG DESIGN

In this study, the researchers used the descriptive survey

approach to collect data that would corroborate their hypothesis

about the difficulties that were being presented. It is employed

because the research design provides details about the sample or

characterizes the sample that is being studied. It provides

details on the sample or provides an overview of the sample that

is being studied. It provides details on the sample and describes

the sample that is being studied. It is also recognized as the

most popular design and a less expensive way to convey data

The research’s goal in this study is to help students become

proficient readers, pronouncers, and comprehension learners. It

also explain the various English proficient levels of the pupils

as well as the typical English language learning exercises that

the teachers employed to help the pupils’ communication

abilities.

SAMPLE AND SAMPLING PROCEDURE

The sample are composed of Grade 11 students. The researcher

randomly selected sixty (60) students from Grade 11 humms and

Grade 11 Gas. The information needed was collected from the

respondents answer to the questionnaire that was given to them.

INSTRUMENTATION

The main instrument used in this study in order to collect or

gather data was the questionnaire. The data collected was

analysed by studying and organizing the responses to the question

asked by the researchers.

The questionnaire was divided into two parts:

Part I. Respondents profile

Part II. Impact of reading

DATA GATHERING PROCEDURE

 To gather information from the respondents, first the

researchers asked permission from the principal of the school.

Then from the teachers of the students, who filled up the

questionnaire in order to know the Impact of reading of Grade 11

learners.
 CHAPTER III

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis, and

interpretation of data. Analysis and interpretation of data gave

a transitory summation of what the data Indicated. Material

amassed was used for back grounding as answer to the problem

stated.

I. REPONDENTS PROFILE

Respondents profile were presented and discussed in

Table 1, 2, and 3.

TABLE 1

Distribution of the Respondents by Age

Age Frequency Percentage Rank

16-18 52 93% 1
19-20 1 2% 3
22-24 3 5% 2
Total N=56 100%

Table 1 present the distribution of the respondents of the

respondents by age. Majority of the respondents are ages 16-18

which consist of 93% followed by age 22-24 which have 5% followed

by age 19-20 which have 2%. The data shows that majority are on

the age range of 16-20.

 Table 2

Distribution of the Respondents by Gender

Gender Frequency Percentage Rank

A). Male 29 52% 1

B.) Female 27 48% 2

Total: N=56 100%

Table 2 present the distribution of the respondent’s gender.

There were 52% male respondents and 48% of female respondents.

The data in this table shows that majority of the respondents

were Female.

Table 3

Distribution of the Respondents by Grade level and Section

Grade and Frequency Percentage Rank

Section

GAS 26 46% 2

HUMSS 30 54% 1

N=56 100%
 Table 3 presents the distribution of the respondent’s level

and section. The table shows that 11 Gas have 26 respondents

while 11 HUMSS have 30 respondents. A total of 56 respondents

from grade 11.

Table 4

II. LEARNER’S READING DIFFICULTIES

Questions Frequency Weighted Verbal Rank

Mean Description
1. I have 26 2.2 Agree 4
difficulty in
identifying
letter or words.

2. I struggle to 29 1.9 Disagree 5

read unfamiliar
words.

3. I have 22 2.5 Agree 1.5

difficulties in
making
connection
between letter
or words.

4.I have problem 23 2.4 Agree 3

in understanding
and
comprehending in
what I read
 Table 4 presents the difficulties in reading of the

respondents. The table shows that both item 3 and 5 “I have

difficulties in making connection between letter or words”. “I

have difficulties to understand simple words or phrases obtained

the highest weighted mean are both 2.5 verbally described agree.

Followed by item 4 “I have problem in understanding and

comprehension in what I read” obtained the weighted mean of 2.4

and verbally described as Agree Item 1 “I have difficulty in

identifying letter or words” obtained the weighted mean of 2.2

and verbally described as agree item 2 “I struggle to read

unfamiliar words” the weighted mean of 1.9 and verbally described

as Disagree.
 CHAPTER IV

SUMMARY, CONCLUSION, AND RECOMMENDATION

SUMMARY

The chapter presents the summary in conclusion derived

conduct of the study which is to prove on the effect of reading
as an inquiry-based strategy in teaching student to read in grade
11 students in Leonor High School it is also provides
recommendations that can be pursued by the researcher.

The reading was conducted at LMBNHS. The respondents were

from grade 11 learners from section GAS and HUMSS. They were
randomly selected.

Additionally, this research often aims to identify early

markers of reading difficulties and to develop screening tools
for early identification and intervention.

CONCLUSION

Based on the findings of the study, the following conclusions

were formulated:

1. This study showed that the majority of the respondents were

ages 16-18 and majority of them were male.
 2. There were two (2) sections of Grade 11 level which
consistent of the Grade 11 GAS (26) Grade 11 HUMSS (30).
This implies that majority of the respondents found
difficulties in making connections between letter or words
because of the lack of motivation to learn or to use
connections between letter or words properly.
3. One of the factors why the respondents have problem in
understanding and comprehending because of the lack of
knowledge that promotes understanding and comprehending.
4. The respondents wanted to know about reading and learning
because it allows them to communicate more effectively in
English.
5. It has proven in 39.28% of the respondents have difficulties
in making connection between letter or words another 39.28%
have difficulty to understand simple word and phrases.
6. 41.07% of the respondents have problem in understanding in
comprehending in what they have read.
7. 46% of the respondents have difficulty in identifying letter
or words.
8. 52% of the respondents have struggling to read unfamiliar
words.

RECOMMENDATION:

From the above findings of Conclusions, the following

recommendations were nearby affected to find out what particular

solutions on the Impact of having difficulties in reading of

Grade 11 learners in LMBHNHS.

1. It shows that the majority of the respondents were Age 16-18

years old and the majority of the respondents were male.

There should be equal respondents for different Age and there

should be equal respondents for the different Grade.

2. It shows the majority of the respondents come from G-11

HUMSS, It presents the most of the respondents have

difficulties in making connections were letter or words, so

make a way for them to understand the converting between

letters or words.

3. It shows that the respondents have problem in understanding

and comprehending, so provide intervention programs

targeting identifying and addressing reading difficulties

among Grade 11 learners and percentage.

4. It presents that the high frequency and percentage of the

respondents have difficulty to understand simple word and

phrases, so they need to use chart method to improve reading

in difficulty.

5. It presents the percentage of frequency of the respondents

that have problem in understanding in comprehending in

what they have read, so they used to focus more in improving

and enhancing on understanding and comprehending.

6. It shows that the respondents have difficulties in

identifying letters or words, so they need to focus and study

more to know the accurate words.

7. It shows that the respondents have struggling to read

unfamiliar words, so they need to listen to their in English

class and teacher in able to help them in recognizing

unfamiliar words.