CHAPTER I

INTRODUCTION

Background of the Study

Reading is something that most people in the modern world do without giving it much

consideration, despite the fact that it is one of the most important skills that learners learn in

school because it serves as the foundation for all subsequent learning. . Many of the day-to-

day tasks require reading, and a person who can read well can function more effectively in

everyday activities, yet for an illiterate person, many of life’s seemingly mundane and

ordinary tasks which many literate people take for granted can become insurmountable

hurdles (Darrel cited in Hlalethwa, 2013).

Moreover, it should be noted that one of the major purposes of reading is reading

comprehension. However, the concept of reading comprehension could be discussed in

several aspects and factors involved in the process of reading comprehension. Kirby (2007)

indicated that learners need the knowledge of vocabulary, prior knowledge, morphological

awareness, cognitive speed, etc. to develop the skills of input decoding, the strategy uses, and

reading fluency which could lead them to the comprehension of text.

With the great importance of reading, schools are challenged to meet the needs of

young learners who are not performing at grade level expectations in reading and provide

support services to help these students achieve better. However, there are problems in

establishing reading comprehension in language classrooms. Issues such as lack of

vocabulary, incompetence in using reading strategies, ability to make connections between

text components, etc. have still been found (Spencer & Wagner, 2018). Kirby (2007)

indicated that students with insufficient supportive knowledge of reading tend to lose interest

in the skill. To illustrate, students with limited vocabulary knowledge have to face difficulty

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in comprehending the texts. They would lose interest in developing the skill the more they

struggle, creating a vicious cycle.

Therefore, one that is unable to comprehend and communicate well in any forms is

deprived of a wonderful learning experience in the life as a person. Finding from the 2010

IEA International Reading Literacy Study revealed that the Philippines ranked 28th out of 32

participating countries in study of the reading comprehension of 4th and 9th grade students.

The Department of Education has initiated programs to address the reading problems of

children. DepEd Order No. 45 s. 2002 or Every Child A Reader Program (ECARP) is a

national program that has its goal that every child will be a reader by the time they finish

Grade Three. Several intervention and remediation programs had been conducted by teachers

in order to address the call of the DepEd. However, data showed that most of the pupils

reaching Grades IV and above still have difficulties in their reading skills.

To reinforce the effectiveness of instruction along reading skills, the pertinent

assessment tools have been fortified in order to determine the real status of students’ reading

proficiency. One such assessment tool is called the Philippine Informal Reading Inventory

(Phil-IRI). It measures the reading proficiency of learners through word recognition and

reading comprehension in English and in Filipino by obtaining students’ rate in word

recognition accuracy and in comprehension questions based on the set of criteria for reading

levels.

To response the current situation of the learners in reading proficiency and

comprehension, one such assessment tool is called the Philippine Informal Reading Inventory

(Phil-IRI). It measures the reading proficiency of learners through word recognition and

reading comprehension in English and in Filipino by obtaining students’ rate in word

recognition accuracy and in comprehension questions based on the set of criteria for reading

levels. The Phil-IRI scale categorizes children at three levels: frustration, instructional, and

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independent. Students who are frustrated with reading tend to retreat or refuse to read.

Students with an instructional reading level, on the other hand, can only read with the help of

a teacher. Those at the independent reading level can read alone, even without the teacher's

assistance.

Several key factors that prevent students’ reading comprehension in reading,

numerous cognitive processes are used in aid of comprehension. Likewise, strong vocabulary

skills aid a student’s ability to read proficiently. Unfortunately, as students struggle to read,

they often avoid reading. Refusal to read implies a wide range of consequences since reading

also influences vocabulary development. Thus, when one’s reading is not fluent or a regular

habit, then the development of one’s vocabulary is also retarded. During reading, students

continually process words to create meaning; and without a strong vocabulary, students

struggle to understand what they read. (Standford’s, 2015).

With the great importance of reading, schools are challenged to meet the needs of

young learners who are not performing at grade level expectations in reading and provide

support services to help these students achieve better. Schools are challenged to innovate and

initiate all possible interventions for the ultimate benefits of the learners.

This study was opted to undertake in order to offer vital information to the concerned

teachers and serve as a general guide for all other teachers dealing with issues with their

pupils' reading comprehension and performance. Every student has a right to high-quality

instruction that develops their reading skills. Thus, an intervention study using the SQR3

method was conducted to support the teacher's role in the enterprise of reading skills and to

help readers enhance their reading ability and comprehension.

Statement of the Problem

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 This study aimed to determine the reading proficiency and comprehension levels of

the Grade-7 students in oral reading for English and to develop a reading intervention study

using SQ3R method. Specifically this study aims to answer the following questions;

1. What is the level of the reading proficiency of Grade 7 students during their pre-test

evaluation?

2. What is the level of the reading proficiency of Grade 7 students during their post-test

evaluation?

3. What is the level of the reading comprehension of Grade 7 students during their pre-

test post-test evaluation?

4. What is the level of the reading comprehension of Grade 7 students during their post-

test evaluation?

5. Is there any significant difference on the reading proficiency during their pre-test and

post-test evaluation?

6. Is there any significant difference on the reading comprehension during their pre-test

and post-test evaluation?

7. Based on the findings, what are the proposed action plan can be formulated to

improve the reading proficiency and comprehension of the Grade 7 student?

Objectives of the Study

The study aimed to empower the Grade 7 students’ reading proficiency and

comprehension through using the intervention SQ3R method at Runruno National High

School. Specifically, it aimed to determine the pre-test and post-test reading comprehension

level and reading proficiency level of the Grade 7 in English in oral reading to explore the

effectiveness of reading intervention study using SQR3 method that would address the

reading deficiencies of Grade 7.

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Alternative Hypothesis of the Study

There is significant difference on the reading proficiency and comprehension during

the pre-test and post-test evaluation of Grade 7 students.

Significance of the Study

School Administrators-The result of this study would provide them information and insights,

which would guide them on how they would address the possible problems of students that

will lead them to figure out on what needs to improve in the implementation of the said

intervention.

Faculty Members-The result of the study will help the teachers/mentors provide

encouragement to think of ideas that will give proper guidance to the students. This may also

increase their competency and encourage the teachers to think of other activities to address

the problem.

Students-This study will contribute in the student’s knowledge and awareness particularly on

reading proficiency and comprehension of the respondents. More importantly, it is expected

that results of this study would lead to the improvement in their studies. Hence, any

information gathered would provide possible solutions to the current problems that they are

encountering.

Parents- The study will give the parents insights about reading proficiency and

comprehension of their children as well as to determine their struggles that will help them in

finding ways to solve their problems.

Teachers- This study will provide data from the students' experiences and allow teachers to

have insights into how students view on reading intervention method that help them to

determine what they need to improve in their reading.

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Future Researchers- It would contribute new knowledge and would serve as reference for

their studies.

Scope and Delimitation of the Study

In this study, the researchers’ focus is limited only to determining the reading

proficiency and comprehension of the Grade 7 students. To follow authentic patterns and

procedures with Grade 7 students of Runruno National High School, the researchers used an

intervention study using SQR3 method that served as a tool to gather the needed information.

This study was conducted in a month-long period of time through the use of Phil-IRI.

Conceptual Framework

The input-output system approach will be used in this study.

Input Process Output

Phase I
-Intervention (SQ3R
method) An action plan
Pre-test Evaluation in empowering the
Reading Proficiency Reading Proficiency
and Comprehension Phase II and Comprehension
-Post-test Evaluation in of Grade 7 learners
Reading Proficiency
and Comprehension

Figure 1. The paradigm of the study

The figure presents the various factors directly associated with the study. The first box
presents the Input is the pre-test evaluation. Next, the process which it has two phases which
applying the intervention (SQ3R method) and the post-test that results to an output which
refers to the action plan in improving reading proficiency and comprehension of Grade 7
learners.

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Definition of Terms

To understand fully the study, the following terms were defined operationally:

Intervention- Refers to the intervention of SQR3 method in reading proficiency and

comprehension of the learners.

Reading Comprehension-It refers to the ability of the learners to read text, process it and

understand its meaning.

Reading Proficiency-This is to describe the proficiency in reading comprehension, reading

rate, and vocabulary of the learners.

SQR3 Method- A reading strategy used to improve learners reading proficiency and

comprehension, hence used as an intervention method in this study

PHIL-IRI- It refers to the informal reading composed of graded passages designed to

determine the individual student’s performance in oral reading, silent reading and listening

comprehension.

Frustration- It refers to the students who are frustrated with reading tend to retreat or refuse

to read.

Instructional- It is an instructional reading level, on the other hand, and can only read with

the assistance of others.

Independent-It refers to the reading level can read alone, even without the teacher's

assistance.

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 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

In order to emphasize the significance of the current study, this chapter includes

relevant literature and studies that the researcher used. Additionally, a synthesis of the art is

provided to help readers understand the research and increase comprehension of the study.

The Philippine Informal Reading Inventory (Phil-IRI)

Conforming to the primary program of DepED which is the “Every Child a Reader

Program" (ECARP) in 2004, which aims to make every Filipino child a reader and a writer at

his/her grade level. Thus, the DepED through the Bureau of Learning-Delivery-Teaching and

Learning Division (BLD-TLD) shall continue to administer the Revised Philippine Informal

Reading Inventory (Phil-IRI).

In advance of the implementation of the K-12 curriculum, the revision of the PHIL-

IRI was planned for early 2013. To reinforce the program, it was promulgated for

implementation in all public schools nationwide. The revised version of the assessment tool

known as Phil-IRI comprises a collection of grade-level passages, which can be assigned to

the entire classroom or to individual pupils, and has been specifically created to determine a

learner’s overall reading level.

According to Vilva (2023), the purpose of developing the Philippine Informal

Reading Inventory (PHIL-IRI) Assessment Tool was to enable educators to assess and

describe students’ reading proficiency in the classroom. The assessment tool works by

evaluating word recognition and reading comprehension abilities in both English and Filipino

languages, by measuring the percentage of accuracy in word recognition and correct answers

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to comprehension questions based on predetermined reading level criteria (Gillaco,

2014).The Phil-IRI scale categorized pupils into four levels, which included nonreader,

frustration, instructional, and independent levels. Pupils under the frustration reading level

tend to withdraw themselves to read by refusing it. In the instructional reading level, the pupil

can only read when being guided while in the independent reading level, the pupil can read

alone with ease without the guidance of the teacher.

The Philippine Informal Reading Inventory (PHIL IRI) is an essential tool for

teachers at the secondary high school level in the Philippines. PHIL IRI is a diagnostic tool

designed to assess the reading abilities of students in three areas: word recognition,

comprehension, and vocabulary. This addresses the issues concerning literacy improvement.

Desgined to be utilized in the classroom, the Phil-IRI is a tool for assessing the reading

abilities of students in English and Filipino. Through the tool, educators can evaluate the

learning outcomes of oral reading, silent reading, and listening comprehension of the

learners.

The Philippine Informal Reading Inventory (PHIL IRI) is a widely used tool in

determining the reading abilities of students in the Philippines, these three types of

assessment aim to determine the learners’ independent, instructional, and frustration levels.

To reinforce the program, it was promulgated for implementation in all public schools

nationwide. It directly addresses the aspiration in making Filipino children writers and

readers at their grade level determining their difficulties and reading skills.

To address the increasing number of non-readers in both Filipino and English, the

Revised Phil-IRI was introduced in 2018 for grade 7 students in secondary education.

Incorporating PHIL IRI into classroom instruction can also promote students’ motivation to

read. According to Mingaracal, et al. (2017), the use of PHIL IRI can improve students’

reading comprehension, vocabulary skills, and reading motivation. In secondary high school,

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many students start to lose interest in reading due to the growing demands of their academic

work, PHIL IRI can help students develop a love of reading by making it more accessible and

enjoyable.

Numerous studies have been conducted on the effectiveness and reliability of the

Philippine Informal Reading Inventory (PHIL IRI). The PHIL IRI is a widely used tool in the

Philippines, particularly at the secondary high school level, for the evaluation of students’

reading abilities.

The literature suggests that PHIL IRI is an effective and versatile assessment tool at

the secondary high school level in the Philippines. It can assist teachers in improving reading

instruction, guiding students’ reading development, and promoting the acquisition of critical

reading skills. The inclusion of PHIL IRI in instructional practices can lead to a better

understanding of students’ needs, enabling teachers to provide the necessary support and help

students achieve academic success. Similar research was conducted at De La Salle University

found that the Phil-IRI is an effective tool for assessing reading comprehension skills in

Filipino students and can be used to inform instructional practices. Another research was

conducted at the University of Diliman found that the Phil-IRI is an effective tool for

measuring the reading fluency of Filipino students. On the other hand, a study conducted by

the University of Asia and the Pacific found that the Phil-IRI can be used to identify areas

where students need additional support in reading comprehension and vocabulary

development.

One significant advantage of using PHIL IRI is that it allows teachers to identify

reading difficulties in students and address them promptly to improve their reading

performance. This assessment enables teachers to pinpoint specific areas where the students

are struggling, such as comprehension or vocabulary, and develop targeted approaches to

address those problem areas (Gevero and Aquino, 2019). This personalized approach helps

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students acquire the reading skills essential for success in their academic and professional

pursuits.

There are several research studies that demonstrate the effectiveness of the Philippine

Informal Reading Inventory (Phil IRI) in improving reading instruction in the Philippines.

One study by Asperin et al. (2019) examined the validity and reliability of PHIL IRI

in assessing the reading proficiency of Grade 7 students. The researchers found that PHIL IRI

has a high level of content validity and a moderate level of construct validity, indicating that

it is a reliable tool for measuring reading ability. They recommend that PHIL IRI be used in

conducting other reading assessments to obtain a more comprehensive view of students’

reading skills. Another study by Mingaracal et al. (2017) looked at the impact of PHIL IRI on

students’ reading performance. The study found that the implementation of PHIL IRI led to

improvement in students’ comprehension and vocabulary skills, as well as increased

motivation to read. The researchers suggest that PHIL IRI be incorporated into classroom

instruction to support students’ reading development.

Moreover, a study conducted by the Southeast Asian Ministers of Education

Organization (SEAMEO) Regional Center for Educational Innovation and Technology found

that the Phil IRI is a reliable and valid tool for assessing the reading abilities of Filipino

Learners. The study also found that the Phil IRI is effective in identifying struggling readers

and providing targeted interventions to improve their reading skills.

In a review of literature on reading instruction in the Philippines by Martinez et. Al

(2018), PHIL IRI is identified as a valuable tool for guiding teachers in developing effective

reading programs. The researchers emphasize the importance of using data from PHIL IRI to

inform instruction and differentiate teaching methods to meet the needs of individual

students. Another advantage of PHIL IRI is its ease of use. Teachers can quickly and easily

administer the assessments, which take approximately 20 to 30 minutes per student. This

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time-efficient tool ensures that teachers can quickly assess the reading abilities of their

students and focus on their instructional practices to support their reading development

(Asperin et al.,2019).

Furthermore, a study by Sumile (2018) investigated the inter-rater reliability of PHIL

IRI. The study revealed that PHIL IRI has a high inter-rater reliability, which signifies that

the assessment tool can produce consistent results across different raters. This feature ensures

that the PHIL IRI can be an objective and reliable tool for teachers to assess the reading

fluency of their students.

SQ3R Method

The SQ3R method is a popular study technique widely used by students. SQ3R stands

for Survey, Question, Read, Recite, Review. This method has been widely researched to

determine its effectiveness in enhancing the learning process. The SQ3R method is a strategy

that activates learners’ schemata through ‘survey’. SQ3R is a reading comprehension strategy

devised for reading textbook and assignments for diverse learners. It develops an intrusive,

dynamic attitude towards learning and doubles the cognitive process of successful learners

(Asiri and Momani, 2017). As cited by Asiri and Momani (2017), Robinson devised this

strategy in early 1940s. SQ3R stands for five steps that the students follow in using this

method. They are Survey, Question, Read, Recite and Review. The first step involves

skimming the reading text for introduction, illustrations, pictures, and captions. The second

step involves converting the topic headings into questions. The third step is to read actively,

searching for the answers to the questions. The third step is to read actively, searching for the

answers to the questions made in the previous step. The fourth step is to recite what has been

read, and the final step is toe review all the notes taken throughout the process.

By using SQ3R strategy students can retain several reading pages, which otherwise

are very stressful for them. They can take down notes in their own words, recite them and

12
review them as they finish chapter or at any other suitable time. Teachers can use this

strategy to make the reading process difficult and more interesting.

Several studies have been conducted to assess the effectiveness of the SQ3R method

in educational settings. For instance, a study by Thomas et al. (2019) found that SQ3R

significantly improved students’ comprehension and retention of text when compared to

traditional study methods. The study also showed that students who used SQ3R performed

better on exams and tests.

Similarly, a study by Sherfield and Moody (2013) found that students who used SQ3R

had better comprehension and retention of material than those who did not. The study also

found that SQ3R had better comprehension and retention of material than those who did not.

The study also found that SQR3 helped students to stay focused on their studies, develop a

better understanding of the material, and perform better on exams. This is supported by the

study of Carlston (2011) as cited by Asiri and Monami (2017) in his study ‘Benefits of

Student Generated Note Packets: A Preliminary Investigation of SQ3R Implementation’

found that students retained more information resulting better exam performance when they

used SQ3R strategy.

Another study by Delaney et al. (2010) found that SQ3R improved reading

comprehension and memory retention in students with learning disabilities. The study

highlighted the effectiveness of the SQ3R method for helping students with learning

difficulties to overcome reading challenges.

Furthermore, quasi-experimental research was done by the International Journal of

Multidisciplinary about the effect of SQ3R on students’ reading comprehension showed that

there’s a significant difference was found between the initial and final reading comprehension

of the students exposed to the SQ3R as well as those to the conventional reading strategy.

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 Overall, the available research suggests that the SQ3R method is an effective study

technique for improving reading comprehension and memory retention of material. The

method has been found to help students stay focuses on studying and perform better on

exams.

PHIL IRI and SQ3R are two different study techniques aimed at enhancing

comprehension and retention of information. Overall, both techniques are effective in helping

students better comprehend and remember information. However, the effectiveness of each

technique may vary for different individuals and subjects. Some students may find PHIL IRI

to be more effective for technical subjects, while others may prefer the SQ3R method for

analyzing literature. Ultimately, it is up to each individual to find the study technique that

works best for them.

In a study by Payongayong and Garcia (2017) on the reading comprehension skills of

Filipino university students, they found that the use of reading strategies such as the SQ3R

method had a positive effect on students’ comprehension abilities.

Another study by Oreski and Arbona (2016) examined the use of various reading

strategies, including the SQ3R method, among Filipino junior high school students. The

study found that teaching students to use reading strategies led to significant improvements in

their comprehension skills.

One study published by K.J Daniel in the Journal of Educational Research showed

that using the SQ3R method improved comprehension and recall of course material among

7th-grade students. The study found that students who used the SQ3R method performed

better on tests than those who did not. Another study published in the Journal of Reading

found that using the SQ3R method improved their ability to answer questions about the

material and retained more of what they read than those who did not use the method. It also

14
revealed that using the SQ3R method helped improve reading comprehension skills in

Filipino secondary-level students.

A study published in the Philippine Journal of Science found that using the SQ3R

method improved the reading comprehension and academic performance of 7 th-grade

students. The study also suggested that the method could encourage the students to become

self-directed learners. Based on these findings, it can be inferred that the SQ3R method is an

effective study technique for 7th-grade students in the Philippines. By using this method,

students can improve their reading comprehension skills, retain more information, and

become self-directed learners.

CHAPTER III
RESEARCH METHODOLOGY

Research Design

The quasi-experimental research approach underneath to quantitative study was used

to carry out this research. According to Cresswell (2008), quasi-experiment is experimental

situations in which the researcher assigns, but not randomly, participants to groups because

the experimenter cannot artificially create groups for experiment.

Furthermore, the researchers explore whether the SQ3R Method is effective in

improving the Reading Skill and Comprehension on which we applied the Pre-test and Post-

test design. Cresswell explains that a pre-test provides measures on some attributes or

characteristics that was assessed for the participants in an experiment before they receive the

intervention. Meanwhile, a post-test is a measure on some attributes or characteristic that we

will assessed for participants in an experiment after a treatment.

Research Environment

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 The collection of data was gathered at Runruno National High School located at Brgy.

Runruno,Quezon, Nueva Vizcaya.

Participants and Sampling Procedure

The chosen participants were thirty (30) Grade 7- Raniag students enrolled at

Runruno National High School. According to Frankeal et al. (2012) also stated that the

minimum acceptable for quantitative study is 30 which means the sample has fulfilled the

requirement of minimum number of participant that should be assigned in quantitative study.

All of these participants were selected through purposive sampling. This sampling

method was conducted where the researchers rely on their judgment when choosing the

population to participate in their study. In the preliminary study, the researchers selected

thirty (30) students as participants as they are identified as Instructional and Frustration level

or who performed below level of expectation [those with a total Raw Score below 14 in the

Phil-IRI Group Screening Test (pre-test)] conducted by the English department.

Research Instrument

PHILIPPINE INFORMAL READING INTERVENTION

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 This study method developed on basis of research in cognitive psychology which

promotes enhanced learning of reading materials. Before applying the SQ3R method, the

learners are first given pre-test using the PHIL-IRI Reading Screening Test for Grade 7 to

ensure the learners comprehension level with fluency.

Results will be determined through the use of Phil- IRI Oral Assessment Tool in

which Word Recognition and Level Comprehension will be computed using PIRI Oral Test

Criteria as presented in Table 01.

LEVEL WORD RECOGNITION COMPREHENSION

Independent 97% - 10% 80%- 100%

Instructional 90% - 96% 59% - 79%

Frustration 89% - below 58% - below

Table 01. PIRI Oral Test Criteria

Phil-IRI Background Information

Phil- IRI refers to the revised assessment tool composed of as set of graded passages

administered to the whole class and to individual students, which was designed to determine

a student’s reading level. It used as a classroom-based assessment tool aims to measure and

describe the learners reading performance in both English and Filipino languages in oral

reading, silent reading and listening comprehension. The Phil-IRI data shall also serve as

one of the bases in planning, designing/redesigning the reading instruction of the teachers

and the school’s reading programs or activities to improve the over-all school’s reading

performance.

17
Phil-IRI Graded Passages

Refers to informal assessment tools used to record individual student’s performance

in oral reading, silent reading and listening comprehension.

SQ3R METHOD

As reading skills and comprehension has always been a problem for teachers during

Independent and Cooperative Learning (ICL) as well as on Class Discussion which one

main reason is the poor reading habits, the SQ3R Method not only enables student to

improve their reading skills but also makes the reading process less difficult and more

interesting.

After obtaining the result, the steps improve their reading skill and comprehension

will start using the SQ3R Method for approximately 1 month. Through this sequence, the

readers are expected to increase their understanding of the text by engaging in the reading

process both before, during and after intentionally.

1. Survey (S): initially, the readers start by reviewing the assigned text in order to gain an

initial understanding of it by paying attention to its most obvious elements, such as

headings, bolded text, or available charts. The first skim provides readers a framework for

what will be presented in the text.

2. Question (Q), also called Query: from this initial preview, the readers are in the

disposition to start generating questions about content of the text. For example, they could

convert the titles into questions, or they could create more general questions such as “what

is the text about?” or “how could the content of this text be beneficial for me?”

3. Read (R1): as the readers engage in the reading of the text itself, they do it actively,

having as a background the work done in the two previous steps. Thus, the questions which

were generated during the preview of the text help readers to focus.

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 4. Recite (R2): also called Retrieve or Recall: as readers move through the text, they

recite or rehearse the answers to their initial questions, using their own words. Tis can be

done either an oral or written form, and it is aimed to support the personal formulation and

contextualization of the content of the text.

5. Review (R3): after the reading is completed, readers review the content of the text by

repeating back to themselves what the main ideas of the text were, by using their own

words.

Data Gathering Procedure

The researchers are required to ask permission or approval from the school head of

the school. Then the researchers requested the data of PHIL-IRI graded passages (Pre-test)

conducted by the English teachers for the first quarter. Once all the data describing the

student’s reading performance has been gathered, the researchers applied SQ3R Method

Intervention. After receiving specialized instruction, the students will be reassessed using the

PHIL-IRI Posttest Forms. The PHIL-IRI Posttests have a total of 8 guide questions that test

their reading comprehension. Using the graded passages, the test administrators identified the

student’s levels-Independent, Instructional and Frustration. Then, the posttest was compared

with the pre-test results. Further, throughout the study, the researcher handled all data

gathered with utmost regard for the confidentiality of all participants. The data gathered well

then be tabulated, computed, analyzed and interpreted accordingly.

Statistical Treatment of Data

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Oral Reading Score- This was used to determine the number of miscues during oral reading.

Reading Speed- This was used to determine the number of seconds/minutes that it took the

student to read the passage.

Comprehension Level- This was used to determine the comprehension level of the student

in answering the guide questions in Form2A/2B.

Analysis and Interpretation of Word Reading and Comprehension Level- This was used

to determine the level of each student for each passage.

Dependent T-test- This was used to determine the significant difference of the pre-test and

post-test of the participants.

CHAPTER IV

RESULTS AND DISCUSSION

This section presents the discussion of results and reflection of the study. The data

presented in this part follows the arrangement of the problems as set in the research

questions. Upon the administration (SQ3R Method) and after the conduct of the final

evaluation (Post Test), the collected data and the result of the pre-test and posttest were

evaluated and analyzed.

Problem 01. What is the level of the reading proficiency of Grade 7 students during
their Pre-Test Evaluation?

Word Reading Pre-Test Result

Rate Proficiency Level
Scores

97-100 22 73.33% Independent

90-96 8 26.66% Instructional
89 below 0 0 Frustration
Total 30 100
Mean 0.6 Independent
Table 02. Proficiency Level of the Grade 7 during their Pre-Test

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 Based on the given data, the reading proficiency level of Grade 7 students during their

Pre-Test Evaluation shows that the Word Reading Scores in the range of 97-100 were

achieved by 22 students, which represents 73.33% of the total. This proficiency level

indicates that these students can read and comprehend texts on their own without significant

assistance. They have a high level of reading ability. The Word Reading Scores in the range

of 90-96 were achieved by 8 students, which represents 26.66% of the total. This proficiency

level suggests that these students can read and comprehend texts with some guidance or

support from a teacher or instructional materials. They may require some assistance to fully

understand more complex texts. Lastly, no students achieved Word Reading Scores below 89.

Therefore, there are no students classified in the frustration level, which indicates that no

students struggled significantly with reading comprehension during the Pre-Test Evaluation.

Overall, based on the mean score of 0.6, the majority of Grade 7 students

demonstrated an independent level of reading proficiency during the Pre-Test Evaluation.

This means that most students were able to read and comprehend texts on their own without

much difficulty.

Problem 02. What is the level of the reading Proficiency of Grade 7 students during
their post-test evaluation?

Word Reading Post Test Result

Percentage Proficiency Level
Scores

97-100 0 0 Independent
90-96 30 100% Instructional
89 below 0 0 Frustration
Total 30 100
Mean 0.6 Instructional
Table 03. Proficiency Level of the Grade 7 during their Post Test

Based on the data presented above, the Word Reading Scores in the range of 90-96

were achieved by all 30 students, which represents 100% of the total. This proficiency level

suggests that all students required some level of guidance or support from the SQ3R

21
intervention to read and comprehend texts. They still needed instructional support and

guidance to fully understand and apply reading strategies. No students achieved Word

Reading Scores below 89 belong to frustration level. Therefore, there are no students

classified in the frustration level, indicating that no students struggled significantly with

reading comprehension during the post-test evaluation after the SQ3R intervention.

Overall, based on the mean score of 0.6, all Grade 7 students demonstrated an

instructional level of reading proficiency during the post-test evaluation of the SQ3R

intervention. This indicates that all students still required instructional support and guidance

to read and comprehend texts, even after undergoing the intervention. None of the students

were able to read and comprehend texts independently without assistance, highlighting the

ongoing need for instructional strategies and interventions.

Problem 03. What is the level of Reading Comprehension of Grade 7 students during
their Pre- Test Evaluation?

Score Range Pre-Test Result Comprehension

Percentage
(8 Item Test) Level

6-7 10 33.33% Independent

4-5 20 66.66% Instructional
3-1 0 0 Frustration
Total 30 100
Mean 0.3 Instructional
Table 04. Comprehension Level of Grade 7 Students during their Pre-Test
Based on the data presented, the score range of 6-7 was achieved by 10 students, which

represents 33.33% of the total. This indicates that these students demonstrated independent

reading comprehension skills. They were able to understand and interpret texts on their own

without significant assistance. The score range of 4-5 was achieved by 20 students, which

represents 66.66% of the total. This proficiency level suggests that these students required

some level of guidance or support to fully comprehend texts. They may have needed

assistance in understanding complex ideas or concepts within the texts. No students achieved

a score range below 3. Therefore, there are no students classified in the frustration level,

22
indicating that no students struggled significantly with reading comprehension during the

Pre-Test Evaluation.

Overall, based on the mean score of 0.3, the majority of Grade 7 students demonstrated

an instructional level of reading comprehension during the Pre-Test Evaluation. This means

that most students required instructional support and guidance to fully comprehend texts.

While some students showed independent comprehension skills, a larger proportion needed

assistance in understanding the texts effectively.

Problem 04. What is the level of Reading Comprehension during their Post Test
Evaluation?

Post Test Result Comprehension

Score Range Percentage
Level

7-8 8 26.66% Independent

5-6 22 73.33% Instructional
4 below 0 0 Frustration
Total 30 100
Mean 6.2 Instructional
Table 05. Comprehension Level of Grade 7 students during their Post Test

Based on the given data, the score range of 5-6 was achieved by 22 students, which

represents 73.33% of the total. This proficiency level suggests that the majority of students

still required some level of guidance or support to fully comprehend texts. They needed

assistance in understanding complex ideas or concepts within the texts. No students achieved

a score range below 4. Therefore, there are no students classified in the frustration level,

indicating that no students struggled significantly with reading comprehension during the

post-test evaluation.

Overall, based on the mean score of 6.2, Grade 7 students demonstrated an

instructional level of reading comprehension during the post-test evaluation of the SQ3R

intervention. This means that most students still required instructional support and guidance

to fully comprehend texts, even after undergoing the intervention. While there was a small

23
group of students who demonstrated independent comprehension skills, the majority still

needed assistance in understanding the texts effectively.

Problem 05. Is there any significant difference on the reading proficiency during the
Pre- Test and Post Evaluation Test?
T-State Probability Decision of
Test Interpretation
Value Value Hypothesis
Proficiency Test 0.7 .492 Accepted No Significant
Table 06: Significant difference on Reading Proficiency

As shown in the table, the statistical test comparing the pre-test and post-test (SQ3R

Method) of the proficiency/oral reading score of the grade 7 yielded a T-stat value of 0.7 and

probability value of .492 which rejects the null hypothesis, suggesting that there is likely no

significant difference between the pretest and post-test evaluation.

The findings showed that the result of the oral reading scores on post-test are slightly

higher that the pretest scores, but this difference is not statistically significant at the given

level of significance (<.05).

Problem 06. Is there any significant difference on the reading comprehension during the
Pre- Test and Post Evaluation Test?
T-State Probability Decision of
Test Interpretation
Value Value Hypothesis
Comprehensio
2.62 .01371 Rejected Significant
n Test
Table 07: Significant difference on Reading Comprehension

As shown in the table, the testing of hypothesis for the pretest and post-test (SQ3R

Method) for their comprehension score yielded a T-stat value of 2.62 and probability value of

.01371 that is statistically significant at the p<0.5 level which accepted the hypothesis and

established a significant difference in the pretest and post-test result of the Grade 7 students.

The above findings imply that on average, the post-test scores are higher than the

pretest scores. The significant difference suggests that there has been a meaningful change or

intervention that has positively influenced the students’ performance.

24
Problem 07. Based on the findings of the research, what action plan can be formulated
to improve the reading proficiency and comprehension of the grade 7 students?

Based on the findings of the research, it is highly recommended to implement SQ3R

Method as an intervention to improve the reading proficiency and comprehension under all

levels in Junior High school at Runruno National High School. It is also suggested to use the

findings in addressing the problems on all reading related problems and to conduct a similar

intervention to address the reading speed and rate of students as fluency is also as important

as the proficiency and comprehension.

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary, or the research work undertaken, the conclusions

drawn and the recommendations made as an outgrowth of this study. This study is on the

effectivity of SQ3R method as a tool in improving and empowering the reading proficiency

and comprehension of the grade 7 learners at Runruno National High School.

Summary

The salient findings of the study are as follows:

I. To examine whether SQ3R Method is an effective tool to improve the

reading proficiency and comprehension of the Grade 7 learners at

Runruno National High School

- SQ3R Method is highly effective in improving the reading

comprehension of the grade 7 learners based on the result that on

average, the post-test is higher than the pretest which indicates a

25
 significant difference in the two test and implies that there is a

meaningful change or intervention while for the reading proficiency,

the post-test is just slightly higher than the pretest which shows no

significant difference.

II. To test the hypothesis that SQ3R Method can be used as a tool to

address the reading related problems of students

- The overall computed t-stat value of 0.7 and p-value of .492 at a 0.05

percent level which indicates that there is no strong evidence to reject

null hypothesis while the learner’s reading comprehension with a t-stat

value of 2.62 and a p-value of .01371 which indicates that there is

strong evidence to reject the null hypothesis, suggesting a significant

difference between the pre-test and post-test.

III. To conduct similar action research with different intervention

- To improve the reading proficiency, comprehension and even the

reading rate (fluency) of the students and compare it to SQ3R Method

and apply what suits their learning style best

IV. To spearhead realistic action plans and efforts to address all reading

related problems of learners as it is as important as other factors in

learning.

- Addressing all reading related deficiencies of students is a must and

can not be delayed for it is a problem affecting all mental capacities

and abilities not just for Grade 7 but for all the students in Runruno

National High School.

Conclusion

Based on the findings of the study, the following conclusions are drawn:

26
 SQ3R Method is highly effective in improving grade 7 learners reading

comprehension while lightly effective in their reading proficiency. Though, the statistical

analysis indicates an insignificant improvement for the reading proficiency while a

significant improvement in the Reading Comprehension scores between the pretest and post-

test phase, but it may be valuable to explore additional factors or conduct further analyses to

better understand the specific nature of this improvement.

Recommendation

In light with the findings and conclusions of this study, using SQ3R Method is

perceived beneficial both for the students and teachers as it can help them lessen their burden

in thinking what to do to help students in their learning. To address these, the study

recommends that:

A. Teachers or advisers should conduct action research with the same intervention

but with longer time span

B. In order to address all reading related problems, the school should formulate

action plans and implement projects with effort to help learners improve their

reading abilities while they are in high school considering the fact that it is one of

the most important skills that learners learn in school because it serves as the

foundation for all subsequent learning.

C. The school conducts a similar action research with different intervention to find

out what strategy can be used best to improve their reading proficiency as well as

their reading rate/fluency as it is observed that most students are in frustration

27
 level considering their speed, accuracy, and prosody (reading with proper

expression) in which the overall result is not presented since it is not part or

focused of the research study.

LITERATURE CITED

Asperin, A. J., Diezmo, E. M., & Tiu, F. J. M. (2019). Validity and Reliability of Philippine
Informal Reading Inventory in Measuring the Reading Proficiency of Grade 7
Students. Asia Pacific Journal of Multidisciplinary Research, 7(2), 1-10.

Daniel, K. J. (2004). Effectiveness of the SQ3R Technique in Improving Reading

Comprehension
Skills in a Seventh-Grade Social Studies Class. Journal of Educational Research,
97(3), 171-176.

Delaney, K. R., Johnson, D. W., Johnson, R. T., & Treslan, D. L. (2010). Improving Reading
Comprehension and Fluency Through the Use of the SQ3R Strategy. Journal of
Behavioral Education, 19(4), 341-352.

DepEd Order No. 45 s. 2002 or the Every Child A Reader Program (ECARP) is a National
Program That Has Its Goal That Every Child Will be a Reader by The Time They
Finish Grade Three. https://www.deped.gov.ph/2002/09/11/do-45-s-2002-reading-
literacy

Gevero, K., & Aquino, J. A. P. (2019). Utilization of Philippine Informal Reading Inventory
(PHIL-IRI) as Tool to Evaluate the Reading Performance of Senior High School
(SHS) Students. In MATEC Web of Conferences (Vol. 267, p. 02026). EDP Sciences.

Gillaco, R. (2014). An Assessment of the Philippine Informal Reading Inventory as a Tool

for Measuring Reading Proficiency in Filipino and English among Elementary Pupils.
Retrieved
from:https://www.academia.edu/7438093/An_Assessment_of_the_Philippine_
Informal_Reading_Inventory_as_a_Tool_for_Measuring_Reading_Proficiency_in_Fi
lipino_and_English_Among_Elementary_Pupils

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Hlalethwa, B. (2013). Reading Difficulties Experienced by Learners in the Foundation Phase
in Inclusive Schools in Makapanstad. Retrieved from
http://uir.unisa.ac.za/bitstream/handle /10500/13678/dissertation_hlalethwa_bd.

Kirby, John. (2007). Reading Comprehension: Its Nature and Development.

Mark L. (2018). Revised Philippine Informal Reading Inventory (Phil-IRI) – Teacher PH,
Retrieved from: https://www.teacherph.com/author/llego-xyz/.

Martinez, F. S., Palacol, O. P., De Leon, J. L., Moncada, D. C., & Tolibas, I. A. (2018).
Approaches, Strategies, and Best Practices in Addressing Reading Instruction in
Philippine Context. Journal of Curriculum and Instruction, 12(2), 178-200.

Mingaracal, J. C., Villaver, M. T., & Cruz, E. S. (2017). Effects of Using Philippine Informal
Reading Inventory (Phil-IRI) on the Reading Comprehension, Vocabulary Skills, and
Reading Motivation of High School Students. Journal of Language and Linguistic
Studies, 13(2), 1-11.

National Center for Educational Statistics (2008) Why 4th Grader in the United States Cannot
Read at a Basic Level. Retrieved from: http://www.nifl.gov/early
childhood/NEPLReport.html.

Oreski, D., & Arbona, C. (2016). Comparison of Reading Strategies in Relation to

Comprehension:
The Case of Junior High School Filipino Students. European Journal of Education
Studies, 2(6), 199-211.

Payongayong, M. R. G., & Garcia, J. J. L. (2017). Effectiveness of the SQ3R Technique in

Enhancing Reading Comprehension Skills in Filipino University Students. Asia
Pacific Journal of Multidisciplinary Research, 5(3), 1-11.

Philippine Department of Education, Bureau of Learning Delivery-Teaching and Learning

Division (2013). Revised Philippine Informal Reading Inventory. Manila, Philippines:
Department of Education.

Philippine Department of Education. (2012). Enhancing the Reading Performance of Filipino

Students through the Philippine Informal Reading Inventory. Retrieved from:
https://www.deped.gov.ph/about-deped/programs-projects/every-child-a-reader-
program-ecarp/

Philippine Department of Education. (2010). The Philippine Informal Reading Inventory

(Filipino Version) Manual. Manila, Philippines: Department of Education.

Philippine Informal Reading Inventory. (Phil-IRI) Oral Reading Tool to Measure Reading
Level of Students in English and Filipino. Retrieved from
http:/www.philinformal.reading.

Robles-Mendoza, G. E. (2013). Enhancing Reading Comprehension in the Philippine Setting:

Exploring the SQ3R method. Philippine Journal of Science, 142(1), 61-68.

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Sherfield, R. M., & Moody, P. G. (2013). The Impact of Applying SQ3R Reading Technique
on Omani Students’ Performance in Reading Comprehension. International Journal of
English Language Teaching, 1(4), 1-11.

Spencer M, Wagner RK. The Comprehension Problems of Children with Poor Reading
Comprehension despite Adequate Decoding: A Meta-Analysis. Rev
Educ .International Reading Association (2000). Qualities of Excellent Classroom
Reading Teachers. Retrieved from http://www.ehow.com.

Standford’s (2015). The Reading Remedy I. California: Jossey Bass

Sumile, N. C. (2018). Inter-Rater Reliability of the Philippine Informal Reading Inventory.

Asia Pacific Journal of Education, Arts and Sciences, 5(1), 20-25.

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Philippine Informal Reading Inventory. Journal of Research in Education and Society,
9(1), 22-30.

Thomas, A., Allen, T., & Johnson, K. (2019). Investigating the Effectiveness of the SQ3R
Study Method in Improving Student Performance. Journal of Effective Teaching,
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STEM
Students of Tagoloan National High School through Philippines Informal Reading
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341849980_An_Analysis_of_the_Philippine_Informal_Reading_Inventory_Scores

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APPENDICES

31
Appendix A: Approval letter from the Principal

32
Appendix B: Approval letter from the Parents

33
Appendix C: Approval letter from the Participants

34
 DOCUMENTATIONS

Intervention of SQ3R Method

35
 Post- Test Evaluation

Computation and Analyzation of Data

36
RESEARCH TOOLS

37
Post-test Passages

“The Brain”
The brain is the center of the nervous system. It interprets stimuli and

tells the body how to react.

The brain has three major parts. The part that controls balance,

coordination and muscle movement is called the cerebellum. It

makes sure that the muscles work well together. For example, a

gymnast is able to balance on a beam because of the cerebellum.

The medulla is a long stem that connects the brain to the spinal

cord. It tells one’s body to do things without thinking about them.

Digesting food or breathing even while asleep are examples of these

involuntary actions.

On the other hand, there are actions that one decides to do. It is the

largest part of the brain—the cerebrum—that is responsible for these

voluntary movements. Without it, one will not be able to kick a ball or

dance at all.

The brain might seem small but it is so powerful as it controls

one’s entire body.

38
Post-test Questions

Listen to each question. Choose the letter of the correct answer.

1. Which is the best description of the brain?
a. It makes people intelligent.
b. It keeps one’s body healthy.
c. It helps everyone think well.
d. It dictates how the body will react to stimuli.
2. In the sentence, “The brain interprets stimuli,” the meaning of interpret is __________.
a. assign roles
b. recall facts
c. discuss ideas
d. make sense of
3. What will the brain likely tell you if you happen to hold on to something hot?
a. “I wonder how hot it is.”
b. “Don’t drop it!”
c. “Hold tight!”
d. “Let go!”
4. Which is an example of involuntary action?
a. circulating blood all over the body
b. punching one’s classmate
c. clapping your hands
d. tickling your friend
5. Which part of the brain connects to the spinal cord?
a. the nerves
b. the medulla
c. the cerebrum
d. the cerebellum
6. What is the function of the cerebellum?
a. It sends messages to the cerebrum.
b. It connects the medulla to the cerebrum.
c. It controls balance and muscle movements.
d. It tells the parts of the body how they should function.
7. When you want someone to think of the right answer, you might say,
a. “Use your senses.”
b. “Sharpen your cerebrum.”
c. “Give your medulla a job.”
d. “Let your cerebellum function.”
8. What is the main idea of the selection?
a. The brain controls the senses.
b. The brain interprets all actions.
c. The brain has three main parts.
d. The brain controls one’s entire body.

39
 CURRICULUM VITAE

KATHERINE RODRIGUEZ BANIH

09289639343
[email protected]

PERSONAL BACKGROUND
Birthdate: March 14, 2001
Birthplace: Bintawan Sur, Villaberde, Nueva Vizcaya
Age: 22 years old
Gender: Female
Civil Status: Single
Present Address: Runruno, Quezon, Nueva Vizcaya
E-mail Address: [email protected]

EDUCATIONAL BACKGROUND

Elementary: Runruno Elementary School (RES)

Runruno, Quezon, Nueva Vizcaya
April 2012

Secondary: Runruno National High School

Runruno, Quezon, Nueva Vizcaya
April 2019

Tertiary: Nueva Vizcaya State University

Bayombong, Nueva Vizcaya
Course: Bachelor of Secondary Education
Major: Filipino

HONORS RECEIVED

Elementary: Fifth Honor

Secondary: With Honors
Leadership Awardee
Best in Immersion
Tertiary: Deans Lister (Bronze Medal Awardee- 1st Year)3

40
 CAROLYN BAYACSAN CONDE
09304040399
[email protected]

PERSONAL BACKGROUND
Name:
Birthdate: October 25, 2023
Birthplace: Runruno, Quezon, Nueva Vizcaya
Age: 23 years old
Gender: Female
Civil Status: Single
Present Address: Runruno, Quezon, Nueva Vizcaya
E-mail Address: [email protected]

EDUCATIONAL BACKGROUND

Elementary: Runruno Elementary School (RES)

Runruno, Quezon, Nueva Vizcaya
April 2012

Secondary: Runruno National High School

Runruno, Quezon, Nueva Vizcaya
April 2019

Tertiary: Nueva Vizcaya State University

Bayombong, Nueva Vizcaya
Course: Bachelor of Secondary Education
Major: Filipino

HONORS RECEIVED

Tertiary: Deans Lister (Bronze Medal Awardee- 1st Year)

41