Related Variables Affecting the Reading Comprehension of San Pablo City National High School Freshmen Students

Abstract

INTRODUCTION

In San Pablo City National High School, there were various programs that were implemented, yet the consistency of their development lasts for a short period of time, causing a big number of students leading to frustration regarding their reading comprehension. In our exploration, we investigated the possible indicators that can affect the respondent's reading performance that was substantiated through evidences and theory.

METHODS

Our team conducted a Secondary Reading Inventory (SRI) for both pre and post-tests wherein we identified their skills on reading. These one hundred freshmen students also responded to a set of questionnaires that can distinguish their home-related information and perception concerning school-related variables.

RESULTS

The data on this study manifested that, the respondents who read books more often are the ones who rated higher on indicator nos. 2, 4 and 5 in Teacher's Competence with a p-value of 0.014, 0.028 and 0.020 respectively. Moreover, the respondents with an older age are those who rated higher for School's Reading Materials and Facilities Indicator no. 10 with a p-value of 0.016. Lastly, with a p-value of 0.034, the result implies that the higher the educational attainment of father, the longer the student spent time on reading. All of the statements above resulted as a significant negligible positive correlation which means that the stated indicators truly affect the individual's reading comprehension.

DISCUSSIONS

The findings showed a partially negative perception with respect to the teachers’ competence and school reading materials that rejected the findings of other related studies. This shows the need for improvements on the implementation of the programs and it is highly recommend on focusing to its effectiveness for students to achieve fluency on reading comprehension.