EFFECTIVENESS OF TEXTUAL AIDS ON THE READING COMPREHENSION

OF SENIOR HIGH SCHOOL STUDENTS: BASIS FOR CREATING POP-UP

BOOK

Research Paper

Presented to the Faculty of Senior High School Department

Sumulong College of Arts and Sciences

Antipolo City

In

Partial Fulfilment

Of the Requirements for Research Project

DANIEL ADIGUE
E-JAY CABUGOS
GABRIEL ABELLANOSA
GELINE CABAREÑO
JULIA BALEÑA
MA. SARAH MAY CANALES
MARK BONGON
RAFAELLA GENESIS TRIA
REY JOHN ANCLOTE
ROBIC CEBUANO

JUNE 2024

I
 SUMULONG COLLEGE OF ARTS AND SCIENCES

M.L. Quezon Ext., Brgy. Dalig Antipolo City

APPROVAL SHEET

This research output entitled “EFFECTIVENESS OF TEXTUAL AIDS ON

THE READING COMPREHENSION OF SENIOR HIGH SCHOOL STUDENTS:

BASIS FOR CREATING POP-UP BOOK” prepared and submitted by Gabriel O.

Abellanosa, Daniel P. Adigue, Rey John M. Anclote, Julia V. Baleña, Mark T.

Bongon, Geline C. Cabareño, E-Jay A. Cabugos, Ma. Sarah May A. Canales,

Robic L. Cebauno, Rafaella Genesis C. Tria in partial fulfillment of the

requirements for the Research Project is hereby recommended for approval and

acceptance.

____________________ NANGELINE DELA CRUZ

Date Research Adviser

II
 ACKNOWLEDGEMENT

This research would like to extend their sincerest gratitude to the following

people for their support and guidance in making this study possible.

MR. ANTONIO R. PANTISMA, SCAS President, for his notable leadership

that serves as an inspiration to all of the members of the academic community.

MR. CHRISTIAN PAUL T. GIANAN, High School Principal, for his effort

and encouragement to pursue professional growth and for allowing the

researchers to conduct the study.

MS. JULIE ANNE TAGALA, Subject Teacher, for the continuous support,

her guidance, her knowledge, for providing insights and expertise that made this

research possible.

Respondents of the study, for providing the needed data in carrying on this

research;

Family of the researchers, for all the understanding, financial and moral

support and for unceasing love and unending care;

Inspirations, classmates and friends, for constantly cheering the

researchers and for telling them that they could successfully accomplish it;

And above all, to our ALMIGHTY GOD, for His guidance, for the strength

and blessings He gave to the researchers while conducting the study.

III
 DEDICATION

Glory to our Almighty God for giving us the idea for this research study.

For the continuous blessing he gave us and for his unconditional love for each

one of us. We also thank our loving parents and siblings, who are always beside

us to give support in every step of how to build this research study.

To all loving teachers in SCAS for sharing their knowledge and thoughts to

achieve and be successful on this research. To our friends who always lend a

helping hand and contribute different kinds of support to this study, we sincerely

thank you very much. Without all of you, we will not succeed.

IV
 ABSTRACT

The study aimed to determine the effectiveness of textual aids on reading

comprehension among senior high school students. Explicitly, it determined the

profile of the respondents in terms of age and sex.

The researchers used quantitative-descriptive research using a survey

questionnaire as an instrument. The respondents of the conducted research

were Grade 12 Humanities and Social Sciences (HUMSS) students of Sumulong

College of Arts and Science. After using simple random sampling, they have

gathered the desired data needed for their study. Then, the researchers analyze

and interpret the data gathered.

The results of the profiling of the study show that most of the respondents

are in the age range of 18–19 years old, and the majority of the respondents

were male. All the respondents provided their experiences with using textual aids

and their preferred textual aids. To summarize the results, effective textual aids

must consist of highlighting key information to gain readers attention, keeping

type sizes and font sizes consistent on all visual presentations, and using colors

consistently. Moreover, using effective textual aids helps the students simplify

ideas, recall information easily, and be motivated to read even long passages.

V
 TABLE OF CONTENTS

PAGE

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION iv

ABSTRACT v

TABLE OF CONTENTS vi

CHAPTER
1. THE PROBLEM AND ITS BACKGROUND

Introduction ………………………………………………………………….. 1
Background of the Study …………………………………...……………… 2
Theoretical Framework ………………………………………………….…. 3
Conceptual Framework ………………………………………………..…… 4
Conceptual Model ……………………………………………………….….. 5
Statement of the problem…………………………………………….………6
Hypothesis ………………………………………………………………….…6
Scope and Delimitation …………………………………………...…………7
Significance of the Study …………………………...……………….………7
Definition of Terms …………………………………………….……………..8

2. REVIEW OF RELATED LITERATURE AND STUDIES

Textual Aids...………………………………………………………………...10
Reading Comprehension..……………………………………….……..…..11

VI
 3. RESEARCH METHODOLOGY

Research Design………………………………………………………….....14
Setting of the Study ………………………………………………………....15
Vicinity Map …………………………………………………….……………16
Subject of the Study ……………………………………………….………..17
Sampling Procedure…………………………………………….………......17
Sources of Data …………………………………………………….….…....18
Statistical Treatment ……………………………...………………….……..19
Procedure of the study ……………………………………………….…….20

4. PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

Profile of the respondents in terms of Age………………………………...21
Profile of the respondents in terms of sex…………….……………….….22
Things that respondents usually look upon reading a selection…….….23
Reading style that respondents used……………………………………...24
Capability of respondents to understand selection upon reading it….…25
Respondents that encounter textual aids………………………….……...26
Textual aids that help respondents better understand reading….……...27
The Effective Textual Aids…………………………………...……………...28
Effectiveness Of Textual Aids In Reading Comprehension.………....….30

5. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings ………………………………………………..……...32

Conclusions……………………………………………………...…………...33
Recommendation………………………………………………………....…34

APPENDIX

A. Bibliography………………………………………………………...….. 35
B. Sample Interview Questions……………………………….….…...…37
C. Curriculum Vitae…………………..…………………………………....40

VII
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction of the study, background of the

study, statement of the problem, scope and delimitations, conceptual framework,

theoretical framework, and definition of terms.

Introduction

Reading comprehension is an essential skill that students need to be able

to understand, explicate, and derive meaning from the textual materials.

According to Horowitz (2014), reading comprehension is a complex cognitive

process in which the reader must also be intentional and thoughtful while reading

the words and their meaning as reading progresses. The readers not only read

the text but also get the meaning and are able to construct the sentences. Hence,

students who have poor reading comprehension will find difficulty in the learning

process.

According to Bernardo et al. (2021), there are factors that contribute to low

reading proficiency such as language expertise, poor command of vocabulary,

lack of background knowledge, poor grammatical structure, perspectives on

oneself such as stress, boredom, or personal problems, and teacher influence

such as teaching methodology or teaching content. These factors affect

improving the reading comprehension of the students. Associating with textual

aids, this study will emphasize its effectiveness on the reading comprehension of

1
senior high school students. Through tackling the poor reading comprehension of

the students, the researchers can determine the effects of textual aids on their

reading comprehension. Furthermore, the researchers can discern the

appropriate textual aids that can help improve the reading comprehension of the

senior high school students.

Background of the study

Textual aids are educational instruments that can be written and printed.

These aids are used to assist readers in understanding the textual materials

more effectively. According to Gustina (2020), textual aids function to help

students organize and recognize the information, analyze the features of the text,

and find the meaning based on the text. Moreover, it has benefits for students, as

they could be more active and confident in participating in academic activities.

Most of the students can easily read a text but cannot comprehend its

meaning (Fernandez, 2021). When students have poor reading comprehension,

it can cause academic struggles that hinder achieving successful learning. Thus,

students need to improve their reading comprehension to successfully

accomplish the educational goals and expectations that are required in

classroom setting.

The purpose of this study is to determine the effectiveness of textual aids

on the reading comprehension of senior high school students. After the

effectiveness of textual aids is determined, it will be a guide on creating the

research project which is the pop-up book. It is a learning material that contain

2
informations about textual aids. It is accessible and can help the students

improve their reading comprehension and become competent and enthusiastic

readers. Also, make the learning process for the students more effective. Besides

its purpose, the importance of this study is that it provides benefits to certain

people, such as students, teachers, and future researchers.

Theoretical Framework

The theoretical underpinning of this study is based on Louise Rosenblatt's

Transactional Theory (1978). According to Gagnon (2020), transactional theory

states that the reader and the text are involved in a dynamic situation. It denotes

that the reader and the text play important roles in the formation of meaning. The

transactional theory is used when the reader interpret the text based on the way

it is narrated and their background knowledge.

Therefore, the relevance of this theory in the study is that the textual aids

will serve as valuable tools for interpreting meaning, which will show the dynamic

process between the reader and the text. This theory will support the researchers

in determining the effectiveness of textual aids on the reading comprehension of

senior high school students at Sumulong College of Arts and Sciences.

3
Conceptual Framework

For the conceptual framework, the study will employ the Input-Process-

Output (IPO) model to show the relationship between the variables. As will be

shown in Figure 1, the model will demonstrate the variables and materials

needed in the study, the detailed procedures, and the outcome of the research.

For input, it includes the variables and materials involved in the study. It

indicates the demographics of respondents in terms of age and sex. The textual

aids that students commonly use. Also, determining the way that these textual

aids help in improving the reading comprehension of students in terms of literal,

interpretative, and applied levels.

For process, it employs the processes of the activities that need to be

done throughout the study. It involves the creation and distribution of the survey

questionnaire, the gathering, analysis, and interpretation of data, the presentation

of the results and conclusion, and the creation of the final output.

For output, it presents the expected outcomes of the study. It denotes the

effectiveness of using textual aids on the reading comprehension of senior high

school students which will be the basis for creating the final output, specifically

the pop-up book.

For feedback, it is received at the end of the study.

4
Conceptual Model

INPUT PROCESS OUTPUT

1.) What is the profile • Survey Questionnaire

of the respondents in
terms of: • Data Gathering
1.1 Age; and
1.2 Sex? • Data Analysis Effectiveness of Textual
Aids on the Reading
2.) How effective is • Data Interpretation Comprehension of Senior
textual aid in the reading high school students:
comprehension of the • Presenting results and Basis for Creating Pop-Up
students? Book
conclusions
3.) Based from the
findings, what localized • Creating the final output
material may be
developed?

FEEDBACK

Figure 1

Paradigm showing the Relationship of the Variables

5
Statement of the problem
This research sought to determine the effectiveness of textual aids on

reading comprehension among senior high school students in the Humanities

and Social Sciences strand at Sumulong College of Arts and Sciences.

Specifically, the research aimed to provide answers to the following

questions:

1.) What is the profile of the respondents in terms of:

1.1 Age; and

1.2 Sex

2.) How effective is textual aid in the reading comprehension of the students?

3.) Based from the findings, what localized material may be developed?

Hypothesis

HO:

There is no significant effect of using textual aids on the reading

comprehension of senior high school students.

H1:

There is a significant effect of using textual aids on the reading

comprehension of senior high school students.

6
Scope and Delimitation

This study will cover the effectiveness of textual aids on reading

comprehension. The primary subjects of this research study will consist of grade

12 students enrolled in the academic year 2023-2024. The respondents will be

the 83 students in the Humanities and Social Sciences strand at Sumulong

College of Arts and Sciences.

Moreover, the respondents in this study will be randomly selected as they

have already experienced using textual aids. There will be survey

questionnaires created for research to be used to collect the necessary

information and data. This study will not cover any students from other strands

or responses that are not related to the research.

Significance of the Study

The researchers conducted this study for the reason that this will provide

benefits to the following people and institution:

Students. This study will help the students, specifically in the humanities

and social sciences strand, become more proficient readers which is an essential

ability for their learning and academic performance. The students will find the

most efficient textual aid for improving their reading comprehension which can

also boost their confidence, engagement, and academic achievement. Moreover,

it will enable students to have materials that ensure they understand academic

content well.

7
 Teachers. This study will help the teachers understand the types of textual

aids that are most effective in developing and improving the reading

comprehension of the students. Understanding effective textual aids will enable

teachers to tailor their approaches based on the identified preferences of

humanities and social sciences students which will make teaching and learning

better.

Future researchers. This study will give information about the

effectiveness of textual aids on the reading comprehension of the students

which will provide knowledge and serve as their references. Also, this study can

provide extensive information that contributes to the existing body of knowledge

in the field of education and provides a foundation for further research in this

area.

Definition of Terms

This section provides a list of terms that the researchers used in the study

to provide better clarification and understanding of the terms related to this study.

Reading comprehension. The ability to understand and interpret the

meaning of textual materials.

Textual aids. Educational instruments used to help students understand

texts more effectively.

Cognitive process. Reading while at the same time thinking to fully

understand the meaning of the text

8
 Learning process. The way students obtain knowledge, skills, and

abilities.

Academic struggles. Challenges that students experience that can affect

their performance in school.

Successful learning. Students effectively acquire and apply their

knowledge in various contexts which results in good academic performance.

Dynamic Process. Interaction between the reader and the text which

enables the readers to understand and construct meaning from the text.

Proficient readers. Students who have strong reading comprehension

skills.

Localized material. Learning material that is more expedient and

accessible to students

Pop-up Book. A book with three-dimensional pages that pops up when

the reader opens the pages. It contains information about different textual aids

that can help the students improve their reading comprehension.

9
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the relevant literature and studies that the

researcher considered in strengthening the importance of the present study. It

also presents the synthesis of the themes which are textual aids and reading

comprehension.

Textual Aids

The association between the reading comprehension of students and

textual assistance has been the subject of several studies. Sokhiba (2024) states

that textual aids become a powerful tool for learning target languages. It helps

the Uzbek students easily understand and realize the main points of the lesson.

In the study conducted by Shabiralyani et al. (2015), it was suggested that textual

aids can be a motivational tool for enhancing Malaysian students' attention when

reading literary texts. Furthermore, Canning (2015) postulates that textual aids,

specifically graphical materials, help Filipino students create interpretations

among the words communicated.

The literature and studies above are significantly similar to the present

study, as they both aim to improve the literacy skills of the students. However,

they differ in terms of focus. Sokhiba (2024) focuses on using textual aids in

teaching language. Shabiralyani et al. (2015) view textual aids as motivational

tools in the learning process. Canning (2015) emphasizes textual aids in

10
communication. Meanwhile, the present study focuses on enhancing the reading

comprehension of the students.

The comparison of textual aids is found in related literature. Based on the

quasi-experimental study of Vidal (2022), both multimedia and text-based

reading aids improve the reading comprehension skills of Filipino students.

However, the study conducted by Ross et al. (2017) states that multimedia aids

are mostly used by Australian students over text-based reading aids. For the

reason that students in Australia have often been exposed to and experienced

with technology.

The literature and study above are significantly similar to the present study,

as they both used textual aids. On the other hand, they are different in terms of

the mode of textual aids and the setting. Vidal (2022) and Ross et al. (2016) both

use multimedia and textbased reading aids, while the present study only uses

text-based aids.

Reading Comprehension

Understanding written material is crucial, not only for grasping the content

itself but also for comprehending its deeper implications. An increase in reading

comprehension skills was shown at all levels when Santos (2021) examined the

usage of interactive textual aids. Similar improvements in reading comprehension

were found by Cruz (2020), who found that using visual textual aids improved

reading comprehension, particularly at the interpretative level. Cruz's prior study

focused on the use of digital textual aids and discovered that these tools

improved reading comprehension skills. Subsequently, teachers often have

11
difficulties finding the appropriate learning materials for teaching reading. Azwar

(2019) suggests that authentic material in teaching reading significantly improves

Indonesian students' reading comprehension.

The previous literature and studies are similar to the present study in

terms of improving the reading comprehension of the students. However, they

used diverse kinds of textual aids. Santos (2021) used interactive, Cruz (2020)

used visual, and Azwar (2019) used authentic material. study conducted by

Acedillo (2023) states that using contextualized learning materials indicated a

move towards mastery of skills. Teachers should develop a standardized reading

guide to assist and guide students in reading. Subsequently, Gonzales (2018)

compared conventional and technological textual aids, emphasizing how each

helped students' reading comprehension abilities. Moreover, Ismail, H., Rahmat,

A., & Emzir, E. (2020) postulate reading comprehension as the most important

skill and a complex cognitive process for the achievement of a successful

learning outcome. They said that the reader’s prior knowledge and experiences

serve central roles in the interpretation. Thus, the use of learning improves the

reading comprehension of Indonesian students, making it appropriate for

supporting active learning without time and space barriers.

The similarities between the studies above and the present study are that

they both used learning materials. However, they differ in terms of learning

materials. Acedillo (2023) uses contextualized learning; Gonzalez (2018) uses

conventional and technology-based learning; and Ismail, H., Rahmat, A., & Emzir,

E. employ Moodle e-learning (2020).

12
 The related literature presented has a significant relationship with the

future study in the sense of covering textual aids and reading comprehension.

The similarities and differences are mentioned in both local and foreign contexts.

It is clearly shown that a lack of aids can hinder students' ability to understand

and analyze texts, leading to low proficiency rates in reading. These insights and

concepts will help the researchers determine the effectiveness of textual aids on

the reading comprehension of senior high school students at Sumulong College

of Arts and Sciences.

13
 Chapter 3

RESEARCH METHODOLOGY

This chapter consist of research design, setting of the study, vicinity map,

subject of the study, sampling procedure, source of data, procedure of the study,

and statistical treatment.

Research Design

The study employs a quantitative-descriptive research design. As stated

by Bhandari (2020), the quantitative research approach is the process of

collecting and analyzing research data. It can be used to find patterns and

averages, make predictions, text causal relationships, and generalize results to a

wider population. Moreover, descriptive research is a design in which data is

collected in a qualitative manner and analyzed using quantitative procedures

(Nassaji, 2015).

This design is suited to the present study as it will help to acquire

information about using textual aids. The utilization of a survey questionnaire

ensures the determination of the effects of textual aids on the reading

comprehension of humanities and social sciences students. Hence, this research

design will help the researchers gather valid and reliable information that will be

the basis for creating a pop-up book.

14
Setting of the study

This study will be conducted at Sumulong College of Arts and Sciences,

located in M. L. Quezon Extension, Brgy. Dalig, Antipolo City.

This is a private, non-sectarian school in Antipolo City, Rizal. It is named

after Lorenzo S. Sumulong, who is from the well-known Sumulong family of

Antipolo City. This family is respected and recognized for their excellent

leadership style. They all carry and pass on a strong sense of nationalism and

commitment to serving the Filipino nation to their descendants. This institution is

the legacy of the city for its integrity, sense of duty, and service to the community.

The mission of this institution is to ensure equal educational opportunity for youth

from various economic backgrounds by putting forth more affordable and

relevant academic programs. Furthermore, this institution hopes to impart service,

excellence, integrity, and achievement.

15
Vicinity Map

Figure 2

Vicinity Map of Sumulong College of Arts and Science Subject of the

study

16
 Subject of the study

All 83 grade 12 Humanities and Social Sciences (HUMSS) students at

Sumulong College of Arts and Sciences served as the respondents to the

study.

They were selected as the respondents to this study since they are

more exposed to studying complex texts including literature, historical

documents, philosophical works, and social science research papers.

Reading comprehension skills are essential for their understanding and

interpretation of texts accurately, and determining the effectiveness of textual

aids may improve their reading comprehension.

Sampling procedure

This study applied simple random sampling using the descriptive

method to systematically examine and coherently analyze the phenomena in

the study. The respondents of this study which are the Grade 12 Humanities

and Social Sciences students have an equal chance of being chosen and the

selection process is entirely random. This sampling is appropriate for the

study since the respondents already used textual aids back in elementary

and junior high school. The experiences of the grade 12 Humanities and

Social Sciences students in using the textual aids will provide accurate and

reliable information that will help the researchers complete the study.

17
Source of data

A structured survey questionnaire created by the researchers served

as the main data gathering tool in this study.

The survey questionnaire has two parts. The part I covered the profile

of the respondents in terms of age and sex. Part II covered the effectiveness

of textual aids that includes the first part which is questions about textual aids

and reading comprehension. Then, the second part that have two categories

which are effective textual aids and effectiveness of textual aids in reading

comprehension. Each category has five items. The following rating scale was

used in rating each item with corresponding verbal interpretation:

Scale Range Verbal Interpretation

4 3.25 - 4.00 Strongly Agree

3 2.50 - 3.24 Agree

2 1.75 - 2.49 Disagree

1 1.00 - 1.74 Strongly Disagree

18
Statistical Treatment

In analyzing the data garnered, the following statistical treatments were

utilized:

1. To determine the profile of the respondents in terms of the age and sex,

frequency, percentage,and rank distribution were used.

Where:

P= Percentage

F = Frequency

N = Number of respondents

2.To determine the weighted mean and verbal interpretation.

Where:

= Weighted mean

f = frequency

x = value of scale where the

respondents answer

n = total number of respondents

19
Procedure of the study
The researchers carried out procedures to complete the study. First, the

researchers made three title proposals related to their strand which is the

humanities and social sciences. One title was approved by the research

instructors to become the final title. Following approval, the researchers started

Chapter 1. They gathered data and information through extensive

research in books and on websites. After that, the researchers proceed with

Chapter 2 through a review of related literature in the books and recommended

websites. Then the researchers came up with Chapter 3. Additionally, the

researchers consult with research critics, advisers, and statistician to check

chapters 1 to 3

20
 Chapter 4

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents the data gathered, the results of the statistical

analysis done, and interpretation of findings.

Table 2. Presents the frequency, percentage, and rank distribution of the

Profile of the respondents in terms of age.

Table 2

Profile of the respondents in terms of Age

Age Frequency Percentage Rank

16-17 27 33% 2

18-19 53 64% 1

20-21 3 3% 3

Total 83 100%

As shown in Table 2, the majority of the respondents range from 18 to 19

years old. It is 53 out of 83, which is 64% of the respondents. Second in rank are

the respondents that range from the ages of 16–17 with 33%, which is 27 out of

83. Last in rank are the ages of 20–21 years old with 3% which is 3 out of 83.

21
Table 3 Presents the frequency, percentage, and rank distribution of the Profile

of the respondents in terms of sex

Table 3

Profile of the respondents in terms of Sex

Sex Frequency Percentage Rank

Male 44 53% 1

Female 39 47% 2

Total 83 100%

As shown in Table 3, first in rank are the male respondents with 53%, which is 44

out of 83. Followed by female respondents with 47%, which is 39 out of 83.

22
 Table 4

Things that respondents usually look upon reading a selection

What do you Frequency Percentage Rank

usually look for
upon reading a
selection?
Important 40 48.2% 2
Information

Main idea 43 51.8% 1

Total 83 100%

As for the table 4, this showcases the frequency and percentage

distribution of respondents by which the students look for upon reading a

selection. Majority of the respondents look for Important information with a

frequency of 78 and percentage of 94%. It is followed by students chooses Main

idea with frequency of 5 and percentage of 10%.

It is evident that Main idea is the one who is first seeked by the

respondents since it helps them or the reader grasp the overall point of the text.

Contextualized learning materials indicated a move towards mastery of skills

(Acedilo, 2023) which provides a framework for making sense of details

presented.

23
 Table 5

Reading Style

What reading Frequency Percentage Rank

style do you
usually use?
Skimming 17 21% 2

Scanning through 66 79% 1

reading

Total 83 100%

This table, table 5 showcases the frequency and percentage distribution of

respondents by what reading style do respondents usually use. Majority of the

respondents answers Scanning Through Reading with a frequency of 66 and

percentage of 79% that follows by the respondents chooses skimming with the

frequency of 17 and percentage of 21%.

Based on the table above, it is shown that Scanning Through Reading is

the reading style usually the respondents does. With this, readers should locate

necessary information because According to Ismail et. al, (2020) postulate

reading comprehension as the most important skill and a complex cognitive

process for the achievement of a successful learning outcome.

24
 Table 6

Reading Ability

How well do you Frequency Percentage Rank

understand a selection
upon reading it?
I understand it very well 55 66% 1
I don't understand some of 27 33% 2
the concepts
I don't understand anything 1 1% 3
at all
Total 83 100%

In table 6, data about frequency and percentage distribution of

respondents by how well do the respondents understands a selection upon

reading it. With the use of textual aids, they understand the selection very well

with the frequency of 55 and a percentage of 66%. It is followed respondents

don't understand some of the concepts with a frequency of 27 and a percentage

of 33%, then some don't understand anything at all with the frequency of 1 and a

percentage of 1%.

Since textual aids breaks down the informations into more understandable

parts, since Canning (2015) stated that textual aids specifically graphical

materials, helps filipino students create interpretations. Meaning, it helps in

reinforce memory and provide clear structure and guide readers to the flow of

selection.

25
 Table 7

Respondents that Encounter Textual aids

Have you ever Frequency Percentage Rank

encountered textual aids
(Title, advanced graphic
organizers, Non - linear
illustrations) upon
reading a selection?
Yes 78 94% 1
No 5 6% 2
Total 83 100%

As the table 7 represents frequency and percentage of the respondents if

the frequency of 78 and a percentage of 94%. With this, frequency of 5 and a

percentage of 6% answers No.

As per the table, it is evident that textual aids is being uncountered and

has been used and continuously using since it is efficient in engaging with

informative experience since Shabiralyani et al. (2015) stated that textual aids

was suggested that can be a motivational tool in enhancing students attention

when reading a literary texts. In struggle with education, this textual aids can be

the one who provides re-engagement since it showcases an informative

visualities.

26
 Table 8

Different Forms of Textual Aid

Which form of textual aid Frequency Percentage Rank

do you think helps you to
better understand
reading?
Title 30 36% 1
Advance 28 34% 2
Non linear 25 30% 3
Total 83 100%

As for the table 8, showcases the frequency and percentage distribution of

respondents by which form of textual aid do they think helps them better

understand reading. Majority of the respondents chooses the Title with the

frequency of 30 and a percentage of 30%. It is followed by the choice Advance

with the frequency of 28 and a percentage of 34%. For the lowest rank, Non

Linear appears with the frequency of 25 and a percentage of 30%.

It is evident that title is the one that prepares the readers about the picture

of the whole context. Title can also be the source and signal of information

because it depends on the students since they used diverse kinds of textual aids,

Azwar (2019).

27
 Table 9 shows the collected responses in the second part of the survey

questionnaire, specifically the first category. It presented the weighted mean,

rank, and verbal interpretation of the effective textual aids.

Table 9

The Effective Textual Aids

Textual aids Mean Verbal Rank

Interpretation
1. Textual aids must 3.73 Strongly 1
highlight key information to agree
focus readers attention (i.e,
use of color, picture, bold or
italized text)
2. Textual aids must make 3.51 Strongly 4
points concise yet agree
meaningful
3. Textual aids must keeps 3.63 Strongly 2
type sizes and font sizes agree
consistent on all visual
presentation.
4. Textual aid must use 3.45 Strongly 5
colors consistently but agree
avoid overuse.
5. Textual aid must 3.57 Strongly 3
incorporate media for agree
effective and interactive
presentation.
Overall mean 3.58 Strongly agree

As shown in Table 9, out of the 83 grade 12 students included in the study,

the highest perceived item is number one which is that textual aids must highlight

key information to focus readers attention, with a weighted mean of 3.73 and

28
interpreted as strongly agree. The second item in rank goes to item number three

which states that textual aids must keep type sizes and font sizes consistent on

all visual presentations with a weighted mean of 3.63 and interpreted as strongly

agree. Last on rank is item number four which is that textual aids must use colors

consistently but avoid overuse, with a weighted mean of 3.45 and also

interpreted as strongly agree.

As a whole, the perceived items have an overall mean of 3.58 which was

verbally interpreted as strongly agree. This simply implies that the respondents

used effective textual aids that highlight key information, keep type sizes and font

sizes consistent, and even use colors.

Since Shabiralyani et al. (2015) stated that textual aids can enhance

students' attention when reading literary texts. Which is believes that readers can

focus more in consistent manner of a textual aids.

29
 Table 10 presents the weighted mean of the gathered data in the second

part of the questionnaire, specifically the second category. ‘

Table 10

Textual Aids In Reading Comprehension

Effectiveness Of Textual Mean Verbal Rank

Aids in Reading Interpretation
Comprehension
6. Textual aid motivates me 3.36 Strongly 3
to read even long agree
passages.
7. Textual aids helps me to 3.45 Strongly 2
comprehend more a agree
selection read.
8. Textual aids leads me to 3.61 Strongly 1
perform well in class agree
whenever my teacher use it
in his/her reading class.

9. Textual aid helps me to 3.61 Strongly 1

simplify ideas in reading agree
selection.
10. Textual aids helps me 3.61 Strongly 1
to recall information easily agree
Overall mean 3.53 Strongly agree

As shown in Table 10, there are three items that are at rank 1. The number

three which is textual aids leads me to perform well in class whenever my

teacher uses them in his or her reading class; the number four which is textual

aids helps me to simplify ideas in reading selection; and the number five which is

30
textual aids, helps me to recall information easily. All these items have a

weighted mean of 3.61 and are interpreted as strongly agree. The last item in

rank is item number one which textual aid motivates me to read even long

passages with a weighted mean of 3.36 and is also interpreted as strongly agree.

In the findings of Table 10, the overall mean is 3.53 which is verbally

interpreted as strongly agree. This indicates that textual aids have an impact on

the reading comprehension of the students. Also, using textual aids helps

students simplify ideas and recall information easily which leads to good

performance in school.

As per Cruz (2020), using visual textual aids improves reading

comprehension, particularly at the interpretative level. These components can

give background knowledge, define unfamiliar terms, and give examples that

improve comprehension. Textual aids facilitate readers' understanding of

complex issues by offering an additional layer of information.

31
 Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary and conclusion of the study which is

to determine the effectiveness of textual aids on reading comprehension among

senior high school students. It also provides recommendations that students,

teachers, and future researchers may consider using.

The study was conducted at Sumulong College of Arts and Sciences. The

respondents were Grade 12 Humanities and Social Sciences students, and they

were selected with the use of simple random sampling. The data were obtained

through the use of a survey questionnaire.

Summary of Findings

The findings of the study were summarized according to the statement

stated in the chapter 1.

1. Profile of the Respondents in Terms of Age and Sex

1.1 In terms of age, majority of the respondents are within the Age bracket of

18-19 years old with a percentage of 64%.

1.2 In terms of sex, male has 53% which is greater number than female.

2.Based on the data gathered, textual aids have effects on reading

comprehension. The overall mean which is 3.53, represents that respondents

32
strongly agree that textual aids help them recall information easily, simplify

ideas in reading selection, and perform well in class whenever their teacher

uses them in his or her reading class.

3. According to the findings, the localized material that can be developed is a

pop-up book which must highlight key information to focus readers attention. Also,

keep type sizes and font sizes consistent on all visual presentations. These

obtain the overall mean which is 3.58, and the majority of the respondents

strongly agree.

Conclusions

1. The profile of the respondents both male and female are also related to their

willingness to talk about their textual aid’s practices. They are open about it since

it is important for them to use textual Aids.

2. The variable which is the effectiveness of textual aids are highly significant.

This implies that the variable is important with regards to the reading

comprehension of respondents.

3. The majority of respondents firmly concur that using these tools which is the

textual aids can enhance school performance, help with retention of information,

and clarify ideas

33
Recommendation

Based on the findings and conclusions of the study, the following

recommendations are formed:

1. It is important to always consider the preference of your reader in which

should Textual aids should be use.

2. Provide alternative forms for textual help whenever necessary to guarantee

that all students, including those with impairments, can access them.

3. To optimize the influence of textual aids on student learning, train teachers

on how to use them effectively in the classroom.

34
 Bibliography

Acedillo, F.(2023). Using contextualized learning materials indicated a move

towards mastery of skills. Learneo, Inc.
https://www.coursesidekick.com/communications/3373738

Azwar, K. (2019). Authentic material in teaching reading significantly improves

comprehension. Studylib.net.
https://studylib.net/doc/25650761/g10-textual-aids

Bernardo, H. (2018). Conventional and technology-based learning. Read

naturally,Inc.
https://www.readnaturally.com/

Canning, T. (2015). Postulates that textual aids, specifically graphical materials,

help Filipino students create interpretations. Researchgate.
https://www.researchgate.net/figure/Example-of-the-textual-aid-
10_fig3_3230463

Cruz J. (2020). Who found that using visual textual aids improved reading
comprehension, particularly at the interpretative level. Lerneo, Inc.
https://www.collegesidekick.com/study-docs/14068489

Emzir, E. (2020). Postulate reading comprehension as the most important skill

and a complex cognitive process for the achievement of a successful
learning utcome. Retrieve from https://education.seattlepi.com/

Fernandez, R.J. (2021). Assessment Of Reading Comprehension Levels Among

Grade 11 Senior High School Students. Lerneo, Inc.
https://zenodo.org/records/4596087

Gonzalez, A.(2018). Compared conventional and technological textual aids,

emphasizing how each helped students’ reading comprehension abilities.
Retrieved from https://education.seattlepi.com/

Ismail, H.(2020). The Effect of Moodle E-Learning Material on EFL Reading

Comprehension. Retrieved from.
https://ijmmu.com/index.php/ijmmu/article/view/2069

35
Ross et Al. (2017). States that multimedia aids are mostly used by Australian
students over text-based reading aids. Retrieved from
https://educationendowmentfoundation.org.uk/

Santos, B.(2021.) The Effect of Metacognitive Strategies Implementation on

Students’ Reading Comprehension Achievement. Ed.gov.
https://eric.ed.gov/?id=EJ1249107

Shabiralyani et al. (2015). Textual Aids in the Motivation of Malaysian Students.

Academia.edu.
https://www.academia.edu/86544504/WEEK_2_Textual_Aids_in_Understa
nding_the_Text?uc-sbsw=30877317

Sokhiba, R. (2024). Effectiveness Of Visual Aids In Teaching Language. New

journal.org.
https://www.newjournal.org/index.php/new/article/view/12761

36
SAMPLE SURVEY QUESTIONNAIRE CHECKLIST

SUMULONG COLLEGE OF ARTS AND SCIENCES

M.L. Quezon Ext., Brgy. Dalig Antipolo City

EFFECTIVENESS OF TEXTUAL AIDS ON THE READING COMPREHENSION

OF SENIOR HIGH SCHOOL STUDENTS: BASIS
FOR CREATING POP-UP BOOK
I.PROFILE

Name (optional): _______________________________ Section: _________

Age: ______ Sex: ☐ M ☐ F

Part 1. EFFECTIVENES OF TEXTUAL AIDS

Directions: Carefully read the questions and put a check (/) on the box that
corresponds to your answer.

1. What do you usually look for upon reading a selection?

Important Information
Main Idea
Others: Please Specify _____
2. What reading style do you usually use?
Skimming
Scanning Through Reading

3. How well do you understand a selection upon reading it?

I understand it very well.
I don't understand some of the concepts.
I don't understand anything at all.

37
4. Have you ever encountered textual aids (Title, advanced graphic organizers,
Non - linear illustrations) upon reading a selection?
Yes
No

5. Which form of textual aid do you think helps you to better understand reading?
Title
Advanced Graphic Organizers
a. Concept map
b. Flow/Sequence Chart
c. Venn Diagram
d. Timeline events
e. Cause and effect Diagram
Non - Linear illustrations
a. Diagram
b. Cut away
c. Story board

PART II

Directions: Check (/) the box that corresponds to your preferred rating.
Legend: 4 - Strongly Agree 3 - Agree 2 - Disagree 1 - Strongly Disagree

EFFECTIVE TEXTUAL AIDS 4 3 2 1

1. Textual aids must highlight key information to
focus readers attention (i.e, use of color, picture,
bold or italized text)
2. Textual aids must make points concise yet
meaningful.
3. Textual aids must keeps type sizes and font sizes
consistent on all visual presentation.
4. Textual aid must use colors consistently but avoid
overuse.

38
5. Textual aid must incorporate media for effective
and interactive presentation.
EFFECTIVENESS OF TEXTUAL AIDS IN
READING COMPREHENSION
6. Textual aid motivates me to read even long
passages.
7. Textual aids helps me to comprehend more a
selection read.
8. Textual aids leads me to perform well in class
whenever my teacher use it in his/her reading class.
9. Textual aid helps me to simplify ideas in reading
selection.

COMMENTS AND SUGGESTIONS:

________________________________________________________________

________________________________________________________________

39
 CURRICULUM VITAE
PERSONAL INFORMATION

NAME: Gabriel O. Abellanosa

AGE: 18

ADDRESS: Lores Country homes Antipolo City

DATE OF BIRTH: Feb 16, 2006

PLACE OF BIRTH: Antipolo city

CIVIL STATUS: Single

RELIGION: Catholic

CITIZENSHIP: Filipino

FATHER’S NAME: Jessie Abellanosa

MOTHER’S NAME: Rosalinda Abellanosa

LANGUAGE/S SPOKEN: Tagalog, English, Japanese

SOCIAL MEDIA ADDRESS: [email protected]

40
 CURRICULUM VITAE
PERSONAL INFORMATION

NAME: Daniel P. Adigue

AGE: 21

ADDRESS: Lt3 Blk4 Leticia St. Melendres life Home

Brgy.Dolores Taytay Rizal

DATE OF BIRTH: Feb 4, 2003

PLACE OF BIRTH: Dimasalang Masbate

CIVIL STATUS: Single

RELIGION: Roman Catholic

CITIZENSHIP: Filipino

FATHER’S NAME: Damaso Adigue

MOTHER’S NAME: Alma Perante

LANGUAGE/S SPOKEN: Tagalog

SOCIAL MEDIA ADDRESS: [email protected]

41
 CURRICULUM VITAE
PERSONAL INFORMATION

NAME: Rey John M. Anclote

AGE: 17

ADDRESS: Grand Heights Mt. bahanaw, Brgy

San Roque, Antipolo City

DATE OF BIRTH: Sept 22, 2006

PLACE OF BIRTH: Amang rodriguez

CIVIL STATUS: Single

RELIGION: Catholic

CITIZENSHIP: Filipino

FATHER’S NAME: Reynaldo Anclote

MOTHER’S NAME: Sandra Madriaga

LANGUAGE/S SPOKEN: Tagalog

SOCIAL MEDIA ADDRESS: [email protected]

42
 CURRICULUM VITAE
PERSONAL INFORMATION

NAME: Julia Bhel V. Baleña

AGE: 18

ADDRESS: 6-A Generaluna st, Brgy. San roque,

Antipolo City

DATE OF BIRTH: Oct 27, 2005

PLACE OF BIRTH: Morong

CIVIL STATUS: Single

RELIGION: Roman Catholic

CITIZENSHIP: Filipino

FATHER’S NAME: Melvin Baleña

MOTHER’S NAME: Ramona Vasquez

LANGUAGE/S SPOKEN: English, Tagalog

SOCIAL MEDIA ADDRESS: [email protected]

43
 CURRICULUM VITAE
PERSONAL INFORMATION

NAME: Markgie Bongon

AGE: 18

ADDRESS: Villa Guido Mahabang Parang, Angono Rizal

DATE OF BIRTH: June 1, 2005

PLACE OF BIRTH: Bicol

CIVIL STATUS: Single

RELIGION: Roman Catholic

CITIZENSHIP: Filipino

FATHER’S NAME: Louisito Bongon

MOTHER’S NAME: Virgilda Bongon

LANGUAGE/S SPOKEN: English, Tagalog

SOCIAL MEDIA ADDRESS: [email protected]

44
 CURRICULUM VITAE
PERSONAL INFORMATION

NAME: Geline C. Cabareño

AGE: 18

ADDRESS: Villa Guido Mahabang Parang, Angono Rizal

DATE OF BIRTH: April 27, 2006

PLACE OF BIRTH: Angono Rizal

CIVIL STATUS: Single

RELIGION: Roman Catholic

CITIZENSHIP: Filipino

FATHER’S NAME: Gilbert G. Cabareño,

MOTHER’S NAME: Pauline F. Cabareño,

LANGUAGE/S SPOKEN: English, Tagalog

SOCIAL MEDIA ADDRESS: [email protected]

45
 CURRICULUM VITAE
PERSONAL INFORMATION

NAME: Ejay A. Cabugos

AGE: 18

ADDRESS: Virgen Dela Paz Housing Proj San Jose Antipolo

Rizal
DATE OF BIRTH: January 24, 2006

PLACE OF BIRTH: Bicol Ogod Donsol Sorsogon

CIVIL STATUS: Single

RELIGION: Roman Catholic

CITIZENSHIP: Filipino

FATHER’S NAME: Edward Cabugos

MOTHER’S NAME: Jeaneth Cabugos

LANGUAGE/S SPOKEN: English, Tagalog

SOCIAL MEDIA ADDRESS: [email protected]

46
 CURRICULUM VITAE
PERSONAL INFORMATION

NAME: Ma. Sarah May A. Canales

AGE: 18

ADDRESS: #170 C. Lawis Ext. Brgy. San Isidro

DATE OF BIRTH: March 14, 2006

PLACE OF BIRTH: Antipolo City

CIVIL STATUS: Single

RELIGION: Roman Catholic

CITIZENSHIP: Filipino

FATHER’S NAME: Wilson J. Canales

MOTHER’S NAME: Helen A. Canales

LANGUAGE/S SPOKEN: Tagalog

SOCIAL MEDIA ADDRESS: [email protected]

47
 CURRICULUM VITAE
PERSONAL INFORMATION

NAME: Robic John L. Cebuano

AGE: 21

ADDRESS: Sapang Buho Brgy. Dalig 2

DATE OF BIRTH: Nov 18, 2002

PLACE OF BIRTH: Antipolo Rizal

CIVIL STATUS: Single

RELIGION: Roman Catholic

CITIZENSHIP: Filipino

FATHER’S NAME: Oscar Dejarlo Cebuano

MOTHER’S NAME: Maria Roseline L. Cebuano

LANGUAGE/S SPOKEN: Tagalog

SOCIAL MEDIA ADDRESS: [email protected]

48
 CURRICULUM VITAE
PERSONAL INFORMATION

NAME: Rafaella Genesis C. Tria

AGE: 18

ADDRESS: #104 Niyog St. Purok Sumulong Brgy.

Dela Paz Antipolo City

DATE OF BIRTH: Aug 16, 2005

PLACE OF BIRTH: Quezon City

CIVIL STATUS: Single

RELIGION: Born Again Christian

CITIZENSHIP: Filipino

FATHER’S NAME: Raffy G. Tria

MOTHER’S NAME: Jennylyn Catuguran

LANGUAGE/S SPOKEN: English, Tagalog

SOCIAL MEDIA ADDRESS: [email protected]

49