TAGBINA NATIONAL HIGH SCHOOL

EQUALITY, EXCELLENCE AND TRANSPARENCY

COMPREHENSION LEVEL AND COPING MECHANISMS OF

GRADE 11 ABM STUDENTS OF TAGBINA NATIONAL HIGH SCHOOL IN

THEIR SPECIALIZED SUBJECTS

S.Y. 2022-2023

A SPECIAL PROJECT Presented to the

Senior High Department
Tagbina National High School

In Partial Fulfillment of the

Requirements for the subject
PRACTICAL RESEARCH 2

JENJEN T. ALPUERTO
TREXIE PEARL E. CALIWATAN
JUVY E. ESTIMERA
ELAIZA C. MAYBANTING
MARIANNE D. MONTANO
ALYSSA GRACE C. SABIT

OCTOBER 2022
 TAGBINA NATIONAL HIGH SCHOOL
EQUALITY, EXCELLENCE AND TRANSPARENCY

TABLE OF CONTENTS

PAGE
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND…………… 1
1.2 Introduction ……………………………………………………….. 1
1.2 Theoretical and Conceptual framework …………………………... 2
1.3 Statement of the Problem………………………………………….. 4
1.4 Significance of the Study………………………………………….. 5
1.5 Scope and Delimitation of the Study……………………………… 5
1.6 Definition of Terms……………………………………………….. 6
CHAPTER 2: REVIEW OF RELATED LITERATURE……………… 8
2.1 Reading Comprehension………………………………………………. 8
2.2 Level of Comprehension……………………………………………… 12
2.3 Specialized Subjects…………………………………………………… 12
CHAPTER 3: METHODOLOGY ………………………………….. 14
3.1 Research Design …………………………………………………. 14
3.2 Respondents of the Study…………………………………………… 14
3.3 Setting of the Study………………………………………………… 15
3.4 Data Gathering Procedure………………………………………….. 15
3.5 Research Instrument…………………………………………………. 15
3.6 Data Analysis……………………………………………………………. 16
 TAGBINA NATIONAL HIGH SCHOOL
EQUALITY, EXCELLENCE AND TRANSPARENCY

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter establishes the context significance of the research being

conducted, the background Information about the topic and the purpose of this study

through the form of the statement of the problem.

1.1 Introduction

Education is the most effective and efficient way for its richer and better life.

The department of Education (2012) launched its “K to 12” program, a

comprehensive reform of its basic education. K to 12 is an education system that aims

to improve students’ fundamental abilities and create more capable citizens. Under the

K to 12 curriculum is the additional Senior High School specifically the Grade 11 and

12. It seeks to provide students with the knowledge they will need to pursue

professional pathways in the future before entering college.

Senior High School comprise different Academic strands. These are

Humanities and Social Sciences (HUMSS), Science Technology Engineering

Mathematics (STEM), General Academic Strand (GAS), Technical Vocational

Livelihood Track (TVL), and Accountancy Business and Management (ABM).

The Accountancy Business and Management (ABM) strand would focus on

the fundamental Concepts of these fields (Edukasyon.ph, 2022). This strand is meant

to coach students to think logically and scientifically to perform well in their future

careers.
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EQUALITY, EXCELLENCE AND TRANSPARENCY

Tagbina National High School offers this strand. Even its an enormous

contribution it’s still has several numbers of the students being enrolled. This strand is

third in having the most enrolled students in the Academic Track (DepEd 2016).

This student was suggested to focus on their comprehension skills. Low and

high reading comprehension may have an impact on their performance in specialized

subjects (Son, 2018). The subject itself requires good analytical skills and in-depth

memorization (Bondoy et al.,2020). In connection to the difficulties faced by the

grade 11 ABM students, the most important abilities to cultivate and exercise is

comprehension (Avirit, 2021). This factor is thought to be the hindrance for students

to in their specialized subjects.

The purpose of this study is to determine the difficulties faced by the grade 11

ABM Students of Tagbina National High School. Furthermore, this study seeks to

know the coping mechanisms of the students on their comprehension with their

specialized subjects.

1.2 Theoretical and Conceptual Framework

This research study is anchored on the theory of Shuying An (2013), the

Schema Theory in Reading. This refers to the evidence of how readers use before

comprehending and learn from text (Rumelhart, 1980). Comprehending a text could

also be an interactive process between the readers and thus, the text. Efficient.

comprehension requires the edibleness to relate the textual material to one’s

knowledge. As Anderson (1997, p. 369) states that “Every act of comprehension

incorporates one’s knowledge and everyone goes all the way down to the world, yet”.
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Poor comprehension could result to academic emotional, and social problems.

Additionally, low reading proficiency could result to the school discipline, attendance

and drop out issues, and juvenile crime of the student (Berranke,2016).

In this study, the researchers are expected to identify the difficulties of the

ABM in their level of comprehension in their specialized subjects. The theory then

explains that a text itself does not convey the meaning. However, a text only provides

directions for readers on how to construct meaning from their own prior learning

(Barrlett, 1932; Adamsand collins, 1979; Rumelhart, 1980).

There are four categorized levels of comprehension. The literal level,

inferential level, application level and complex level. The literal level of

comprehension is the simplest form of comprehension. At this level, students only

acknowledge what they can see and hear. The inferential level is used to determine

deeper meaning that is not explicitly. It enables readers to combine ideas and draw

conclusion. Application level, it analyzes or synthesis information and applies to other

information and applies to other information (Cuesta College, 2022). Complex level, a

level of comprehension that has two different explanations of reading has very

different implication (Goldberg, 2022). These are the levels of comprehension that

indicate the Grade 11 ABM students’ comprehension.

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CONCEPTUAL FRAMEWORK

Comprehension level Coping Mechanisms

Figure 1. Research Paradigm

The figure shows the difficulties faced by the students based on the

comprehension level would likely to determine. The coping mechanisms they

employed to address the gap. The independent variable of the study is the

comprehension level of the students, and the dependent variable is the

coping mechanisms.

1.3 Statement of the Problem

This study aims to determine the difficulties of Grade 11 ABM students based

on their comprehension level on their specialized subjects.

Furthermore, it seeks to answer the following research questions:

1. What is the profile of the respondents?

2. What is the comprehension level of the Grade 11 ABM students?

3. What are the difficulties of the Grade 11 ABM students in terms of their

specialized subjects?

4. What are the coping mechanisms of Grade 11 ABM students in terms of

their specialized Subjects?

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EQUALITY, EXCELLENCE AND TRANSPARENCY

1.4 Significance of the Study

The result of this study will provide information about the difficulties of Grade

11 ABM students about their comprehension level of their specialized subject and

their coping mechanisms. The study is beneficial to the following:

School Administrators. The result of the study will help School Administrators to

conduct activities regarding to the specialized subjects of ABM strand and their

comprehension level.

Teachers. The result of the study will help the teachers to determine the difficulties of

ABM 11 students. Furthermore, they will refine their methods of teaching to make it

simpler for students to comprehend the concepts of their specialized subjects.

Parents. The result of the study will help the parents to guide their children to

developed there reading and comprehension skills.

Students. The result of the study will help the students to enhance their

comprehension level in their specialized subjects and overcome their difficulties.

Future Researchers. The result of the study will serve as references on determining

the difficulties of Grade 11 Students based on their comprehension level in their

specialized subjects.

1.5 Scope and Delimitation of the Study

This study aims to investigate the difficulties of Grade 11 students based on

their comprehension level on their specialized subjects. This also intent to determine

their coping mechanisms for their specialized subjects.

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EQUALITY, EXCELLENCE AND TRANSPARENCY

The study was conducted at Tagbina National High School, Tagbina Surigao

Del Sur. The respondents of the study were the Grade 11 ABM students.

1.6 Definition of Terms

The following terms has been defined to and in a better understanding of this

study.

Coping Mechanisms – This pertains to the strategies used by the Grade 11 ABM

student to face the difficulties in their specialized subjects.

Accountancy Business Management – This refers to the strand of person enrolled at

Tagbina National High School.

Difficulties – This refers to something that hinders the Grade 11 ABM students

specialized subject Performs.

Specialized Subjects – This refers to an ABM students’ subject that is unique to their

track or learning Strand.

Comprehension Level – This refers to the process of understanding that is being

heard or read by Grade 11 ABM students.

Literal Level – This will confirm the level of clarify with which Grade 11 ABM
students can demonstrate their understanding.

Inferential Level – This refers to the ability in processing written information and

understanding the meaning of the text.

Application Level – This relates to anything that students in Grade 11 ABM can do,

like apply some strategies to their specialized studies.

 TAGBINA NATIONAL HIGH SCHOOL
EQUALITY, EXCELLENCE AND TRANSPARENCY

Complex Level – This is referring to important concepts that are in direct opposition.

with how they behave when studying their specialized subjects

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EQUALITY, EXCELLENCE AND TRANSPARENCY

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter provides an overview of relevant research and literature, that

serves as a foundation to support the claim of the present study. It yielded some

insights into the reading comprehension of ABM 11 students.

2.1 Reading Comprehension

Reading is the process of reconstructing ideas and determining meaning from

printed words using prior reading and life experiences as well as the capacity

recognized printed words (Zurra, 2015). As with highly structed education in reading

comprehension, explicit and highly structed development of beginning reading

abilities are needed. (Gersten and Carnine, 1986; Gersten Fuchs, Williams & Baker,

2021). Reading comprehension is the “sine qua non of reading”. The statement

Proved by Smith (1967:185) “Reading without comprehension is not reading, it is the

ability to recognized, to pronounce and to understand the printed symbols on a

page”. Reading is a process in which the readers are employed to interpret the content

they are reading. Understanding, learning, and meaning are the goals of learning to

read (Anderson, 2000). The important blocks of reading are fluency and phonic skills

(Kligner, Vaugh, and Broadman, 2007).

According to Cordeur (2010), explains that reading comprehension is the

ability to retain key textual facts and make inferences based on those details. Building

a worldwide and developing discipline-specific literary skills are both facilitated by

reading comprehension. Therefore, comprehension needs to get more focus at all

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school levels. (Snow, 2010). (On the contrary, the findings of Oberholzers 2005

study), as reported by Keribo (2014), trait that a person’s is reading ability has no

detrimental effects on their academic success. However, to learn, children still need to

be proficient readers (Pretorius, 2000 and Keribo, 2014). When readers can identify a

configuration of hypothesis (schema) that provides a cogent explanation for the many

parts of text, they are more likely to understand it (Rummelhart 1984). In similar

spirit, Treheane & Doctorau (2005) illustrate how additional issues can affect a

learner’s capacity for reading comprehension. Problems with reading comprehension

include scenarios when students are required to read, beneficial instruction on

comprehension techniques. Another factor that may have contributed to poor

comprehension in students in ability to use cueing systems while reading. This insight

was backed up by Smith (1987) when he invented, readers live at meaning by using

their knowledge or scriptural information about the topic, and by using three basic

cueing techniques.

According to the study by Ko bayashi (2002), the type and format of the

reading comprehension assessment exam has substantial impact on student’s

performance. More structed assessment also make it easier to distinguish between

students is one of the factors limiting them performance in Mathematics (Kenubo,

2014). Researcher have also found a high link between reading ability and academic

accomplishment (Bbarathum, 2012; Biohlman and Dreterious, 2002). Coetzre et

al. (2014) found that there was a statistically significant difference in the academic

performance of the students who need treatments to increase their reading

comprehension.
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According to (Saddleback educational publishing, 2002). Reading comprehension and

strategies references the key critical reading comprehension that motivates them to

use their prior knowledge, to help them to apply their learnings in real life situation. It

is only the text and the task requirements that have any bearing on reading

comprehension, and one that is constructive and reconstructive process is heavily

influenced the personal factors within the reader (Wolley, 2011) p. 14-15 Pressley

(2002) asserts that readers ability to forecast the content of the book relate textual

material to prior knowledge, ask questions as they read, check their understanding of

the text, and summarize that they have read are all signs of effective text

comprehension. Metacognitive expertise in reading is a necessary requirement for the

mentalities process, or reading strategies, to be used during text comprehension. “Oral

Reading, if not done well, can have all unfavorable effect on comprehension (Dalman

et al. 1982:166) Reading printed text and interpreting language acquired through

decoding are two main processes involved in reading comprehension in the early

stages of reading development, individual differences in decoding printed text

significantly limit children’s ability to comprehend and literature; nevertheless, as

decoding becomes automatic, reading comprehension is largely.

According to the theory of Oakhill and Elbro (2011) reading comprehension is

a process that calls for the organization of cognitive skills and talents. Emphasize that

children who struggle with comprehension, particularly those who have learning

disabilities (LD) who have been classified as having issues with prior knowledge and

English language skills may also experience difficulties understanding words or

phrases (Biancarosa and Snow, 2004). They may have trouble understanding what
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they read, loss of reading fluency for comprehension, or mis use or succeed at tactics

heart to help them understand what they read. Fluency in reading has been a key

component of literacy development (Neumon et al., and Rasinski, 2006).

According to Beek and Mackson (2008), reading comprehension is the “Sine

qua non of reading”. As with highly structured education in reading comprehension

explains and highly structured of beginning reading abilities is needed. This is due to

the development of their thinking abilities, as well as their thinking skills vocabulary

factors affecting readers ability in school age children, (unknown author,2013) good

comprehension abilities are a trait shared by avid readers factor impacting reading

ability in school age children, (unknown author, 2013). According to the child’s

(2008) reading widely and relying on a previous knowledge and comprehension are

the key factors that are connected to thinking, therefore the greatest guidelines for

learning success and achievement are thinking process and genuine interest in

reading comprehension. The variety of general knowledge and analytical abilities

contribute to developing the capacity to perceive things clearly. Understanding is a

social constructivist process. Constructing the new word meanings from prior

knowledge based on some of the opinions, it is possible to conclude that the ability to

read is acquired by the students during their studies. The process of learning they will

benefit from students who are proficient in reading. Carry out a production process

capable of generating new knowledge, experience, and attitudes as an example,

consider a company produces something as a result, reading process the activities or

designed to process reading to obtain information.

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2.2 Level of Comprehension

According to Miller & Smith (1985) responses on reading tests, both silent

and oral are measured by literal and inferential questions. If the kind of question is

controlled, are there differences in comprehension due to test format. Do such

differences exist for both good and poor readers (Wood & Moe, 2007). The

attainment in literal level of reading comprehension under reading for exact meaning,

for information and gist in a text (Jude & Ajayi, 2012).

According to Boyle (2012) the effects of a cognitive strategy on the literal and

inferential reading of students with mild disabilities-learning disabilities and educable

mental retardation. Sentence complexity can create comprehension problems for

struggling readers. The contribution of sentence comprehension to successful reading

has been overlooked in models that emphasizes domain-general comprehension

strategies at the text level. The author calls for the evaluation of sentence

comprehension within the context of content domains where complex sentence are

found.

2.3 Specialized Subjects

According to Abun, Foronda, Berlandes & Magallanez (2018), being an ABM

student has the advantage of improving the student’s entrepreneurial mentality. There

are subjects that are separated into three groups: core subjects, applied subjects, and

specialized subjects. The specialized subjects are enrichment classes that cover the

fundamentals of a few chosen college subjects. Due to their lack of familiarity with

the lessons, even the most fundamental lessons, the subject’s high skill requirements

present a challenge for them (Alvaro, et al.,2019). There are two specialized subjects
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in ABM 11 which is the Business Mathematics and Organization and Management.

The career track or learning strand that the students selected is designated as having a

specialization in mathematics subjects (www.course.co.ph.) students who plan to

enroll in university courses like business, economics, and social sciences benefit from

having a foundation in mathematics (Jaudinez,2019). The quality of the teaching

materials is a barrier to students success in mathematics.

According to Mbugua et al., (2012), insufficient teaching and learning

resources are one of the causes of math learning challenge.

The Senior High School program’s main objective is to allow the secondary

student to become proficient in the prerequisite knowledge required in professional

courses, preparing them for work and practical abilities (Estomato, 2017). The

specialized and applied subjects of the ABM will be conducted thus, that the student

understand how their coursework relates to and has practical implications. Little is

currently understood to be overcome and the feelings that students have during their

academic journey under this strand (Abella, 2019). Active participation in the lesson

being studied by the students is associated with improved knowledge and memory.

They can recognize the value of what they have learned and are able to enjoy

themselves more (Park, 2003). Every student should be familiar with and use the skill

of time management (Nasrullah & Khan, 2015). Better time management helps you

perform better, keep stress at bay and be more competitive in your business (Poser,

2003).
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CHAPTER 2
METHODOLOGY
This chapter contains the methodology of the study. It consists of the research

design, respondents, setting, the researcher instrument, data gathering procedures and

data analysis to be used in the study.

3.1 Research Design

This study used the descriptive research design. Descriptive research design is

a type of research design that aims to gather data to comprehensively characterize a

phenomenon observe and measure without manipulating variables. Primarily, the

researchers aim to determine the comprehension level of the Grade11 ABM students

in their specialized subjects. The data was collected from grade 11 ABM students of

Tagbina National High School through self-administered questionnaire.

Furthermore, it is the intention of the researchers to know student’s

comprehension level as basis to what they will do to cope with specialized subjects.

3.2 Respondents of the study

The respondents of the study were the grade 11 ABM students of Tagbina

National High School who are enrollees of School year 2022-2023. The researchers

used the purposive sampling in which all the grade 11 ABM students are the selected

respondents of the study.

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3.3 Setting of the Study

The study was conducted at Tagbina National High School. At the grade 11

ABM classroom. The school was located at Purok 3 San Jose, Poblacion, Tagbina

Surigao Del Sur. It is a public school with population of 1861 students.

3.4 Data Gathering Procedure

The researcher’s study entitled “Comprehension Level and coping

mechanisms of Grade 11 ABM students of Tagbina National High School in their

specialized subjects” intends to know the problems of grade 11 ABM students. This

study uses purposive sampling. It is a non-probability sample that is selected based on

characteristics of a population and the objective of the study (Crossman, 2918). The

researchers used this type for quantitative research because the main focus and the

respondents are from Grade 11 ABM students in which the main goals is to identify

the comprehension level and difficulties of the respondents in their specialize subjects

and their coping mechanisms. Before conducting the interview, the researchers asked

their research teacher to check their letter of consent. Then, they also ask their

research teacher to validate and inspect their formulated questions regarding the said

topic. The researchers will ask the questions from their respondents, to be answered

freely with the choices given in the questionnaire. After gathering data and

information, the researchers will record, summarize and study the answers they

collected.
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3.5 Research Instrument

The primary tool for gathering data for this study will be a research

questionnaire. The two parts, specially created questionnaire by the researcher will be

utilized. The respondent’s profile, which includes their name (which is optional), age,

and sex, is included in the first section. The answer sheet, which contains 1-11 items

about the comprehension level and coping mechanisms of grade 11 ABM students in

their specialized subjects, serves up the second component of the research instrument.

3.6 Data Analysis

Percentage- It was used to describe the grade 11 ABM students’ comprehension level

in terms of literal level, inferential level, application level, and complex level.

Mean- This was used to describe the average comprehension level of students of

grade 11 ABM students.

Median- The often-coping mechanisms being used by the grade 11 ABM students.

Frequency- Used to identify the number of grade 11 ABM students who belong to

the different level of comprehension.

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