THE STUDENTS READING COMPREHENSION SKILLS AND

TEACHERS ENGLISH PROFICIENCY IN RELATION TO STUDENTS

ACADEMIC PERFORMANCE

A Research Proposal
Presented to:

Riceli Mendoza, Ph.D.

Professor

In Partial Fulfillment
of the Course Requirements in MIE 202Language Studies

by:
Arbaya H. Boquia
Alfonso B. Mana-ay
Students

September 2008

Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Every day, schools all over the world deal with the problem of
recognizing the characteristics of children with learning disabilities, one
of which is reading comprehension. Reading comprehension is the
ultimate goal of reading. When a child is able to understand what is read,
success occurs not only in reading but through out his life.
Unfortunately, many students are unable to comprehend written
text, even after they have been taught to read or decode the words in a
passage (Kelly, http:/www.readingcomprehensioninfo.com/). Even in the
countries where English is their language, have encountered difficulties

in reading comprehension. Research has shown that at least 10 million

children in US are poor readers (Lyron, 1996).
According to Cornoldi, et.al (1996.365) mere recognition of the
word is not enough; the reader must also decide what the word means.
Many words are ambiguous, and the reader must choose among those
meanings. The reader must disambiguate the word.
In the age of information technology or knowledge economy as
termed by Maturan-Tayko and Sunga- Intia (2005) as cited by Imam
(2008), there is a greater demand of every segment of the society for a
higher level of literacy beyond basic and functional literacy.
In line with this, Dr. Lolita M. Andrada of the Department of
Education ( DepEd ) Bureau of Secondary Education (BSE) stated during
the recent school administrators congress in Baguio City that among the
indicators of functional literacy under communication skills include the
ability to read, comprehend and respond to ideas presented. She pointed
out that the goal of the DepEds Education for all (EFA) is functional
literacy (Andrada, 2006). In relation to higher level of learning, the
elementary and secondary level proficiency have a great important role in
achieving academic goal of each student.

Former President Fidel V. Ramos speech during the 1994

Educators congress at Malacaang Palace envisioned that our system of
basic education must provide a strong foundation in English, Science,
Mathematics and Values with a curriculum that is at least comparable or
even superior to other Asian countries for the realization of our shared
vision by year 2000. He particularly tasked the Department of Education,
Culture and sports which is now Department of Education (DepEd),
being the most potent agency of the government in initiating changes
that should take a decisive strive in attaining the goal. This leading
agency for basic education, according to Ramos must inculcate the right
attitudes, habits, skills and knowledge and appreciation to the school
children towards national development (Bustillo, 1999). Decades ago, the
Philippine education was the center of excellence in Asia and even
attracted many students from neighboring countries to earn their
education here. However, in recent years, the Filipino pride and crown of
higher level has dramatically subsided and students performance in
international competitions sunk near the bottom (Manila Bulletin, May
24, 2006). The Bureau of Secondary Education (BSE) chief noted that an
estimated 9 million Filipinos 10 to 64 years old are not functionally
literate.

In fact, a recent National Career Assessment Examination (NCAE)

concluded that more than half of high school students were unfit for
further education. And the World Bank cited a 2003 study of trends in
Mathematics and science that ranked the Philippines in the lowest 10
percent of countries in both subjects (Inquirer, June 4, 2007).
Many national officials attributed the decline of Philippine
Education to deterioration of English particularly in reading skills.
Senator Angara described this deterioration of the countrys school
system as a ticking bomb. He observed that in all international
achievement tests, the Philippines is rated at the bottom in all subjects.
Angara blamed this situation in the fast deterioration of education
standards both public and private schools (Manila Bulletin, May 24,
2006). This call for the attention of House Deputy Majority Leader
Eduardo Gullas who authored House Bill 305, which seeks to reinstate
English as the language, as medium of instruction in all school levels. He
said that bad English has contributed in a big way to rapid decline in the
abilities of Filipino students in Math and Science. He further said that
the rapid decline in English competency would eventually erode the
competitiveness of countrys human resources, both here and abroad in

an increasingly globalized village (Manila Bulletin, May 24, 2006) as cited

by Imam (2008).
Based on the results of 2007 National Achievement Test (NAT) and
Pulse Asia survey on students English proficiency which is very low, the
Department of Education (DepEd) has placed one of its priority programs
for 2008. DepEd has recognized the importance of English proficiency as
an important building block in learning. Education Secretary Jesli Lapus
said that NAT measures what the students understand and can do
(Inquirer, Jan. 17, 2008).
In related scenario, an Education official said that they are
seriously addressing Central Mindanao public education system after the
study placed the region second to the last among the 16 regions in terms
of intellectual capability (Sun.blog, Nov.11, 2006).
Central Mindanao is just ahead of the Autonomous Region in
Muslim Mindanao as shown by the dismal score of students in the
Annual National Achievement Test which is 39 percent only (Andrada,
2006).
On the other hand, teachers competence has contributed much on
the performance of the students. Research has shown that a teachers
expertise makes a difference in the reading comprehension of the

students; yet few teachers receive adequate pre-service preparation or

ongoing professional development focused on reading comprehension
(Snow, 2002). In the Philippines, President Arroyo showed a great
concern on schools that are not producing enough people competent in
using the English language. DepEd records showed that many teachers
both in the elementary and secondary have already received training
relevant to English instruction in different modes.
Furthermore,

DepEds

National

English

Proficiency

Program

(NEPP), trains English proficient teachers to become mentors to less

proficient teachers in their respective schools. Lapus said that English
proficiency is critical in learning as other key subjects such as science
and mathematics use English in textbooks and other reference materials.
On the contrary, as published in the newspaper Editorial section
entitled teacher cant teach due to the result of the proficiency test of
some selected teachers especially in ARMM region who took the test,
their equivalent is a grade 2-3 pupil (Inquirer, Jan. 5, 2008).
In the local setting, especially in Cotabato City State Polytechnic
College those students who want to enter the college can be admitted due
to its open admission policy. Most of the students are poor in
comprehension as what most of the teachers observed. But all of these

are just mere speculations. Nobody proves how poor our students are in
reading comprehension. However, authorities do not look into the
possibilities that teacher also can be one of the factors for reading
comprehension in relation to their academic performance.
For twelve years of teaching in the institution, there has been no
written report or study regarding the students reading comprehension
and teachers English Proficiency in relation to students academic
performance. Hence, this study will be undertaken.
Statement of the Problem
The study shall attempt to find out the relationship of the students
reading comprehension skills and the teachers English proficiency with
the students academic performance in English, Science, Mathematics
and Philippine History of the college freshmen students this semester
school year 2008-2009 at Cotabato City State Polytechnic College.
Specifically it answers the following questions:
1. What is the student performance in reading comprehension skills
test in terms of:
a. getting the meaning through context
b. identifying main idea
c. noting details

d. making inference
e. predicting outcome
f. drawing conclusion or generalization
2. What is the teachers English proficiency?
3. What is the students academic performance in English, Science,
Mathematics, and Philippine History?
4. Is

there

any

relationship

between

the

students

reading

comprehension skills and their academic performance?

5. Is there any relationship between the teachers English proficiency
with the students academic performance?
Hypotheses

Based on the specific research questions, the null hypotheses in

this study will be tested at 0.05 level of significance:
Ho1. There is no significant relationship between the students reading
comprehension and their academic performance in English, Science,
Mathematics and Philippine History
Ho2. There is no significant relationship between the teachers English
proficiency with the students academic performance in English, Science,
Mathematics, and Philippine History.

Ho3. The students reading comprehension skills and the teachers

English proficiency do not influence the students academic performance
in English, Science, Mathematics, and Philippine History.

Scope and Delimitation

This study will be delimited only for the college freshmen students
who were enrolled this first semester of school year 2008-2009 and the
faculty members teaching English, Science, Mathematics, and Philippine
History subjects at Cotabato City Polytechnic College.
The study shall be dealt with the correlation of the students
reading comprehension skills and the teachers English proficiency with
the students academic performance in English, Science, Mathematics,
and Philippine History using only their final grades.
Significance of the Study
This study on the students reading comprehension skills and the
teachers

English

proficiency

in

relation

to

students

academic

performance shall be important to the following:

To the school administrators, the result of this study hopes to
inform them of the students reading comprehension skills and the
teachers English proficiency so that it will become a basis for planning

and setting priorities on any possible effective reading program and any
possible faculty development program such as seminars or in-service
trainings to upgrade teachers for the new trend in teaching.
To the teachers, the study shall encourage them to continuously
assess

the

progress

of

their

students

in

developing

reading

comprehension and shall inform them for their English proficiency which
will serve as a basis for possible personal and professional development
and to design some innovations in teaching.
To the students, this study shall hope to help them identify their
reading comprehension skills in order for them to study harder so that
they can cope with the more complex subjects.
To the researchers, this study will help them identify the reading
comprehension skills of the students and their English proficiency. Thus
enable them to set possible solutions and remedies if there is any
through appropriate teaching strategies, techniques and approaches.

Definition of Terms
For better and clearer understanding of this study, the following
terms are defined:

Reading comprehension. This refers to the reading skills such as

getting meaning through context, identifying the main idea, noting
details, making inference, predicting outcome.
Reading comprehension test. This refers to the teacher-made 60
items multiple choice tests in reading comprehension that will be
administered to student-respondents. It covers items such as vocabulary
in context, identifying main idea, noting details, making inference,
predicting outcome and drawing conclusion or generalization.
English proficiency. This refers to the basic knowledge and ability
of the teachers in using the language.
English proficiency test. This refers to the standardized English
Proficiency Test (EPT).
Academic performance. This refers to the final grades that will be
obtained by the students in their English, Science, Mathematics, and
Social Science subjects

Theoretical Framework
This study is anchored on the theory introduced by Frederic
Bartlett (1932) a Schema theory. It was introduced to the psychological
community in the early part of twentieth century when he published a

series of studies he had done on memory. In doing so he was able to

show that interactions between existing knowledge and new information
created distortion within the latter. In his study, it provided evidence that
human memory does not work like a computers may. We cannot
remember word for word everything that we may take in. Instead, as we
read we attempt to make broader comprehensive aspects of the material.
This comprehension process basically is a matter of taking the new
information and adding it to prior knowledge (Mayer, 2003, p.76).
Gunning (1996) identifies three main theories of reading comprehension.
Schema theory is organized knowledge that one already has about
people, places, things and events (prior knowledge). Kitao (1990) says the
schema theory involves interaction between the readers own knowledge
and the text, which results in comprehension.
Kenneth Goodmans (1994) theory of the reading process the
psycholinguistic one to reflect its language processing essence; he now
termed it as `Transactional Socio-Psycholinguistic Model of Reading.
According to this model readers begin the act of reading by recognizing
that they are reading and sample and selecting from the visual
array(letters and words) based on the predictions of what they expected
to find. These predictions result from informed inferences about the

meaning

as

graphophonics

it

is

supported

(letter/sound

and
unit).

conveyed

by

Goodmans

the

syntax

theory

and

specifies

comprehension as a transaction between reader and text. Within the

transactional theory of reading process (Rosenblatt, 1994), the meaning
does not reside solely in the text. Nor does it reside only in the reader.
Rather, when reader and the text interact, when the reader reads the
text, the meaning that the reader construct from the text is a third entity,
not exactly neither what the author created nor what the reader could
have created without a text.
As what comprises reading comprehension skills, reading experts
came up with the following theories. For example, Chall and Stahl
(2006), defined reading comprehension as a series of sub-skills, such as
understanding word meaning in context, finding the main idea, making
inferences about information implied but not stated, and distinguishing
between fact and opinion. For Romero and Romero (1985), they identifies
the following as generally considered manifestations of comprehension
noting details, getting the main idea, inferring, predicting outcomes, and
drawing conclusions.
The diagram on the next page shows the relationship between the
independent variables the students reading comprehension skills and

the teachers English proficiency, and the dependent variable the

students academic performance. Reading comprehension skills include
vocabulary in context, identifying main idea, noting details, making
inferences,

predicting

outcome,

and

drawing

conclusion

or

generalization. Teachers English proficiency will be measured through a

standardized English Proficiency Test (EPT) while the students academic
performance will be measured through their final grades in English,
Science, Mathematics and Philippine history.

Figure 1. Shows the schematic diagram of the conceptual framework.

Independent Variables

Dependent Variable

Students Reading
Comprehension
Skills
-Vocabulary in context
-Identifying main idea
-Noting details
-Making Inferences
-Predicting outcome
-Drawing Conclusion or
Generalization

Teachers
English
Proficiency

Students
Academic
Performance

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of related literature and studies
which have been found to have relevance to the present study. These
related materials are taken from published and unpublished materials as
well as electronic sources. The published literatures include books,
journals, and news articles while the unpublished materials include
masters theses.

Related Literature

How does reading happen? Reading is an activity characterized by

the translation of symbols, or letters into words and sentences that have

meaning to individual. The ultimate goal of reading is reading

comprehension that is an individual understand written text, evaluate
and use it for ones need (Snow, 2002).
Bartlett (1932) a Schema theory. It was introduced to the
psychological community in the early part of twentieth century when he
published a series of studies he had done on memory. In doing so he was
able to show that interactions between existing knowledge and new
information created distortion within the latter. In his study, it provided
evidence that human memory does not work like a computers may. We
cannot remember word for word everything that we may take in. Instead,
as we read we attempt to make broader comprehensive aspects of the
material. This comprehension process basically is a matter of taking the
new information and adding it to prior knowledge (Mayer, 2003, p.76).
According to Gunning (1996), that reading comprehension has
three main theories. These theories are Schema Theory, Mental model
and Proposition Theory. Schema theory is organized knowledge that one
already has about people, places, things and events (prior knowledge).
Kitao (1990) says the schema theory involves interaction between the
readers own knowledge and the text, which results in comprehension.
Mental model is constructed most often when a student is reading

fiction. The reader focuses in on the main character and create a mental
model of the circumstances in which the character him or herself. The
mental

model

is

re-constructed

or

updated

to

reflect

the

new

circumstances as situation changes according to Gunning (1996). The

final explanation of comprehension is the Propositional theory which
involves the reader constructing a main idea or macrostructure as they
process the text. These main ideas are organized in a hierarchical fashion
with most important things given the highest priority to be memorized
(Gunning, 1996).
Kenneth Goodmans model (1994) of the reading process referred
originally as psycholinguistic one to reflect its language processing
essence; he now terms it a `Transactional socio-psycholinguistic model of
reading. According to this model readers begin the act of reading by
recognizing that they are reading and sampling and selecting from the
visual array (letters and words) based on their predictions of they
expected to find. These predictions result from informed inferences about
meaning

as

graphophonics

it

is

supported

(letter/

sound

and

conveyed

unit).

by

Goodmans

the

syntax

theory

and

specifies

comprehension as a transaction between reader and text. Within a

transactional theory of reading process (Rosenbatt, 1994) says the

meaning does not reside solely in the text. Nor does it reside only in the
reader. Rather, when reader and the text interact--- i.e., when a reader
reads a text--- the meaning that reader construct from the text is a third
entity, not exactly what the author created nor what the reader could
have created without a text.

In other words, according to Goodman

(1994), reading involves an interaction between language and thoughts.

He further describes that reading processes are cycle of sampling,
predicting, testing and confirming.
Similarly, to Aquino (2005) as cited by Imam (2008), there are
primarily two views on how reading takes place. One views reading as a
systematic decoding of printed symbols. This view provides the context
for oral phonetic drills. Another views reading as the interaction between
the reader and the text. The reader construct meaning from the text by
guessing and predicting the succeeding texts based on the readers prior
knowledge of the text.
As what comprises reading comprehension skills, reading experts
came up with the following theories. For example, Chall and Stahl
(2006), defined reading comprehension as a series of sub-skills, such as
understanding word meaning in context, finding the main idea, making
inferences about information implied but not stated, and distinguishing

between fact and opinion. For Romero and Romero (1985), they identifies
the following as generally considered manifestations of comprehension
noting details, getting the main idea, inferring, predicting outcomes, and
drawing conclusions.
In addition, low language proficiency and teacher diversity may be
causing an emotional block" (Zhang, 2000, p. 31) in ESL/EFL students
when they take a reading comprehension.

Related Studies
In the study conducted by Deutsch (2005) she found out
that ESL/EFL students in grade nine lacked the skills to cope with
reading comprehension tests at a junior high school. It is further
indicated that their grades showed that they were performing at a low
level. Getting high grades in English indicated high status and an
opportunity to enter any university in the country. The drive to succeed
caused them to use ineffective reading strategies and to score low.
Another important thing that Deutsch (2005) stressed in her
study that teacher also contributed to the problem of ESL/EFL students

lacking the skills to cope with reading comprehension. ESL/EFL teachers

did not consider test anxiety when giving reading comprehension tests.
This concept was supported by Snow, (2002) that teachers competence
has contributed much on the performance of the students. Research has
shown that a teachers expertise makes a difference in the reading
comprehension of the students; yet few teachers receive adequate preservice preparation or ongoing professional development focused on
reading comprehension (Snow, 2002).
According to Long (1993) as cited by Imam (2008) Inability to read
is the fundamental cause of failure among pupils. In the primary grades,
promotion is almost entirely dependent upon achievement in reading.
Moreover failure in Mathematics, Science and History may be traced
quite as often to inability to read. In relation to this, Dela Cruz (1999), as
cited by Flauta-Enilog, observed that reading occupies a high place of
significance in the students development. It becomes the basic tool in
both learning process and his personal growth. It is also the key to other
fundamental skills, being the means in the acquisition of more complex
skills.
In many cases, based on Imam (2008) study, she pointed out that
test scores are used as predictors of student achievement. For instance,

the DepEd and other groups used scores of students in various

standardized tests both local and abroad to describe the academic
performance of Filipino schoolchildren. Banaglorioso (2004) mentioned in
his study that in January 2002 the US Educational Testing Service used
the science and mathematics achievement as the strongest predictors of
Students College Achievement.
The Philippine Education status of English proficiency has been
continuously deteriorating despite of the fact that Philippines is proud of
its English Literacy. This calls the attention of many national officials
who attributed the decline of Philippine Education to deterioration of
English particularly in reading skills. Senator Angara described this
deterioration of the countrys school system as a ticking bomb. He
observed that in all international achievement tests, the Philippines is
rated at the bottom in all subjects. Angara blamed this situation in the
fast deterioration of education standards both public and private schools
(Manila Bulletin, May 24, 2006). This call for the attention of House
Deputy Majority Leader Eduardo Gullas who authored House Bill 305,
which seeks to reinstate English as the language, as medium of
instruction in all school levels. He said that bad English has contributed
in a big way to rapid decline in the abilities of Filipino students in Math

and Science. He further said that the rapid decline in English

competency would eventually erode the competitiveness of countrys
human resources, both here and abroad in an increasingly globalized
village (Manila Bulletin, May 24, 2006) as cited by Imam (2008).
Summing up, the foregoing presentation reviews relevant materials
which laid the research foundation and established the theoretical and
conceptual underpinning of the present study. First it presents theories
on reading comprehension. Authors and researchers presented various
concepts but when grouped together these breakdown into six common
definitions: understanding the meaning, identifying central idea, noting
details, making inference, predicting outcome, and drawing conclusion or
generalization. The second, the study is particular in establishing the
relationship between students reading comprehension skills, teacher
English proficiency and students academic performance.

Chapter 3
METHODOLOGY
This chapter discusses the methods and procedures used in this
study. Topics will be organized and presented under the following
headings: research design, respondents of the study, locale of the study,
determination of sample size, research instrument, and validation of the
research instrument, Data gathering procedure, and statistical tools that
will be used for analysis.

Research Design
The study shall utilize the descriptive design utilizing the
correlation method to determine the relationship of students reading
comprehension

skills,

teachers

English

proficiency

and

students

academic performance in English, Science, Mathematics, and Philippine

History using their final grades.

Respondents of the Study

The respondents of this study will be the college freshmen students
who

are

taking

freshmen

subjects

such

as

English,

Science,

Mathematics, and Philippine History and who are officially enrolled this
first semester of school year 2008-2009, and the faculty members who
are handling the said subjects.

Locale of the Study

The locale of the study shall be the Cotabato City State Polytechnic
College located at Sinsuat Avenue, Cotabato City. It comprises five
colleges such as College of Engineering, Technology and Computing,
College of Education, College of Business and Public Administration,
College of Arts and Sciences, and College of Forestry, Agriculture, and
Fisheries.

Determination of Sample Size

The

study

will

employ

150

college

freshmen

students

as

respondents who are officially enrolled this first semester 2008-2009.

The student sample will be determined using Slovens formula. Stratified
Sampling Procedure using equal allocation Technique will be used to
determine the 30 number of respondents per college through lottery
technique. The total enumeration of the faculty respondents teaching the
subjects will be used.

Research Instrumentation

There will be one set of questionnaire used in this study to

determine the reading comprehension skills of the students. It will be an
adapted reading comprehension test of Prof. Mely Subiere, a faculty
member of Mindanao State University GenSan Campus which was also
used by her student who also made a similar study.
For the teachers English proficiency, a standardized English
Proficiency Test (EPT) will be used to determine their proficiency in the
English Language.

Research Procedure

Permission to conduct the study will be sought from the college

President and the Deans of the different colleges through a letter of
request. When the respective authorities will approve the request, the
researchers will administer the instrument to the respondents.
For the teachers English Proficiency, a request letter will be
submitted through the office the Guidance Coordinator asking to utilize
the English Proficiency Test (EPT) for the Teachers English Proficiency.
The final grades of the students in English, Science, Mathematics,
and Social Sciences will be used as their academic performance.

Statistical Treatment
The data collected will be recorded in the master data and encoded
in the computer using the SPSS. This will be subjected to statistical
procedures such as frequency distribution, mean percentage for the
descriptive problems while Pearson r correlational tool will be used for
inferential problem.
The results of the test in reading comprehension will be interpreted
with the used of the frequency counts and percentages of mastery will be
used to compute the percentages of mastery, the following formula will be
used.

no. of students who got right

_____________________________________ x 100 = % mastery
Total number of students
who took the test
To describe and analyze the result the study will use the Ebels Criteria
of Mastery with its range and description as follows:

Range

Description

86%- 100-%

Very High

71%- 85%

High

40%- 70%

Moderately High

15%- 39%

Low

1%-

Very Low

14%

To describe for the result of English proficiency the need of the

statistician will be sought and the scoring system is in the manual for
EPT.

Bibliography

A. BOOKS
Romer, a. & Romero, R (1985) Developmental Reading: A skill text for
college students. Manila: Rex Books.
Villamin, A., Salaza, E. & Gatmaitan, W (1987) Developmental Reading.
Quezon City:Phoenix Publishing House, Inc.

B. Journals

Aquino, N.N. (November, 2005) The Reading Process. Thr Modern

Tecaher. Vol.LIV, No.6
C. Periodical
News Article. (2006, July). Bad English blamed for rapid decline in math,
science skills. Manila Bulletin.
News article. (2004, May 24). Deterioration of RPs education a ticking
bomb Manila Bulletin
News Article. (2007, June 7) Enquirer
News Article. (2008, January 5) Enquirer. Teacher Cant Teach. Editorial.

News Article. ( 2007, January 28) . English Proficiency a Priority for Philippine
Dept of Education

D. Published and Unpublished Theses

Deutsch, Nellie (2007) ESL/EFL Students Lack the Skills to Cope with
Reading Comprehension Tests University of Phoenix. Published.
Imam, N. (2008). Correlation of students Reading Comprehension Skills
to their performance in Math & Science. Cotabato City
Banaglorioso, J (2004). The Relationship between math performance
and performance in other sciences of students in Upi Agricultureal
School. Cotabato City
E. Internet Source

Chall, J. & Stahl, S. (2005) Reading. Microsoft Encarta 2006

TABLE OF CONTENTS
Page

CHAPTER
1.

2.

3.

THE PROBLEM AND ITS BACKGROUND

Introduction

Statement of the Problem

Hypotheses

Scope and Delimitation

Significance of the Study

10

Definition of Terms

11

Theoretical Framework

13

Conceptual Framework

14

REVIEW OF RELATED LITERATURE AND STUDIES 17

Related Literature

17

Related Studies

21

METHODOLOGY

25

Research Design

25

Respondents of the Study

26

Locale of the Study

26

Determination of the Sample Size

26

Research Instrumentation

27

Research Procedure

28

Statistical Treatment

28

BIBLIOGRAPHY

30

APPENDICES

32

Appendix A. Reading Comprehension Test

Appendix B. English Proficiency Test