mj 2.doc

Chapter I

THE PROBLEM AND ITS SETTING

Introduction

English language is used by millions of people around the world. In terms of

English language, Philippines was highly regarded as the best country as for as

oral communication is concerned; although, English is only their second

language. Needless to say, Reading is a social activity that engages human in

the world. It is also purposeful social communication, as it involves all facets of

life from what is private to what is official, from what is personal to one that is

public. The workings of business, industries, schools, government and

foundations would be stalled without reading as a human activity.

Reading is a complex system of deriving meaning from print that requires all

of the following: the development and maintenance of a motivation to read, the

development of appropriate active strategies to construct meaning from print,

sufficient background information and vocabulary to foster reading

comprehension, the ability to read fluently, the ability to decode unfamiliar words,

and the skills and knowledge to understand how phonemes or speech sounds

are connected to print (International Reading Association, 1999). Now, the

Philippines is needed in developing and enhancing English language as the

1

technologies rises. The ability to read proficiently is a fundamental skill that

affects the learning experiences and school performance of children and

adolescents. Students who are competent readers, as measured by their

performance on reading tests, are more likely to perform well in other subjects,

such as math and science. Children who struggle with reading and reading

comprehension also often have deficits in spoken language. Students with

reading difficulties are much less likely to be academically engaged. Reading

achievements predicts the likelihood of graduating from high school and

attending college.

Reading skills also influence students' well-being as adults. Adults with poor

literacy skills find it difficult to function in society, because many basic decision-

making skills protect against unemployment in early adulthood. Research has

confirmed that performance on adult literacy tests helps explain differences in

wages. Finally, adults with limited reading abilities are likely to have children with

limited reading abilities.

Statement of the Problem

The researcher worked hard to determined the Reading Proficiency among

the Grade-8 students of Alabel National High School.

Specifically, this study sought to answer the following questions:

2

1. What is the level of the different factors affecting the reading proficiency of

the students?

1.1 Teacher Factor

1.2 School Factor

1.3 Student Factor

1.4 Family Factor

2. What is the overall level of factors affecting the reading proficiency of the

students?

3. What is the level of students' reading proficiency?

Hypothesis

Is there significant relationship between the factors and the students reading

proficiency?

Significance of the Study

The researcher envisioned that the findings of this study served as an eye-

opener and is hoped to help the following:

To the Principal, to evaluate the level of Reading Proficiency of the students

and to be aware to the learning materials to be used.

3

To the Teachers, to have a realization on how and what kind of teaching

strategies must be used to reach the needs of the students.

To the Students, to evaluate themselves in reading and to know their

responsibilities as a student and to strive more in their studies.

To the Parents, to provide an everlasting support in both financial and moral.

It also gives an inspiration to guide their students towards the betterment of their

studies.

Scope and Delimitation

The researcher delimited this study on the Reading Proficiency among the

Grade-8 students of Alabel National High School.

This study is delimited on the factors affecting the reading proficiency which

also affects the student's performance. It involves randomly selected 50 students

from Grade 8 students who were officially enrolled in the academic year 2015-

2016 at Alabel National High School, Poblacion Alabel, Sarangani Province.

4StudentStudent

Figure 1.Conceptual Framework

This paradigm above shows the independent variable which is the

Proficiency and it involves the teacher factor, school factor, student factor and

family factor ; and the dependent variable which is the Reading that the main

objective to be test. There are five (5) vital essential components of reading

instruction.

Definition of Terms

5

INDEPENDENT VARIABLE

Proficiency

DEPENDENT VARIABLE

Reading

Teacher Factor

School Factor

Student Factor

Family Factor

The following terms used in this study are operationally:

Reading- is the act of looking at printed words and understanding or

comprehending what they are saying, or the act of saying those words out loud

or of interpreting those words.

Proficiency- mastery of a specific behavior or skill demonstrated by

consistently superior performance, measured against established or popular

standards.

Factor-one of the elements contributing to a particular result or situation.

Comprehension- an ability to understand the meaning or importance of

something (or the knowledge acquired as a result).

Strategy- a method or plan chosen to bring about a desired future, such as

achievement of a goal or solution to a problem.

Chapter 2

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

6

http://www.businessdictionary.com/definition/behavior.html

http://www.businessdictionary.com/definition/problem.html

http://www.businessdictionary.com/definition/solution.html

http://www.businessdictionary.com/definition/goal.html

http://www.businessdictionary.com/definition/plan.html

http://www.businessdictionary.com/definition/method.html

http://www.businessdictionary.com/definition/establish.html

http://www.businessdictionary.com/definition/performance.html

http://www.businessdictionary.com/definition/skill.html

Reading is fundamental important for success. It opens the doors to person

freedom or shuts the door to opportunity. This chapter will discuss the five vital

components of reading instruction.

Related Literature

Providing all students a strong foundation in early reading skills is the goal of

all educators, administrators, and parents. The stakes for students who are

continuing to struggle are high. Struggling students are at an increased risk for

academic failure and dropout (Shaw & Sundberg, 2008). The overall academic

achievement of all students is closely related to their early reading achievement

(Juel, 1988). According to Alexander and Entwisle (as cited in Shaw & Sundberg,

2008), when academically-deficient primary grade students do not get the

necessary assistance, their achievement gap widens from successful peers

because the struggling students’ academic self-beliefs diminish and they

disengage from the learning process. For the students who continue to struggle

to break the reading code, effective and intense intervention is necessary. Early

reading interventions have been consistently effective in improving outcomes in

more basic or foundation skills such as phonemic awareness, word attack, and

word reading (Vaughn et al., 2009). According to the National Reading Panel,

there are five (5) vital essential components of reading instruction to achieve

fluency in reading.

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Phonemic Awareness

Phonemic awareness is a term that refers to the ability to hear sounds in

spoken language. Tindall and Nisbet (2010) defined it as the ability to hear and

manipulate individual sounds in words. For example, the word cathas three

phonemes, /c/ /a/ /t/ while clockhas four, /c/ /l/ /o/ /k/. Activities practicing

phonemic awareness are completely auditory however, in the latter continuum of

phonemic awareness, auditory activities move to connect to printed activities.

Listening for the number of sounds, identifying beginning, middle, and ending

sounds, and manipulating sounds to make new words are all types of activities

that promote phonemic awareness. Most researchers argue that phonics should

be taught as part of a comprehensive curriculum, and more importantly that it

should be taught well (Shaw & Sundberg, 2008). Shankweiler and Fowler (as

cited in Ryder, Tunmer, & Greaney, 2008), concluded that “phoneme awareness

is key to reading an alphabetic system” (p. 349), and that “explicit, systematic

instruction in the code relating spellings to pronunciations is necessary for most

children” (p. 350). Ryder et al. (2008), sought to determine whether explicit

instruction in phonemic awareness and phonemically based decoding skills

would be an effective intervention strategy for children with early reading

difficulties in a whole language instructional environment.

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Phonics

Phonics instruction helps students understand the alphabetic principle or to

understand the connection between the symbols of written language and the

sounds of the spoken language. Children who understand phonics are able to

recognize and predict the relationships between letters and sounds. They are

able to identify familiar words and decode unfamiliar ones. Phonics instruction

typically occurred in the beginning stages of reading in English when students

learned how sounds and letters corresponded to one another and used this

knowledge to read and spell (Tindall & Nisbet, 2010). If phonics instruction

improved word recognition, and if word recognition influenced growth in reading

fluency, then one could assume that reading fluency was influenced by phonics

(Eldridge, 2005).

Fluency

Reading fluency is the ability to read text accurately and quickly (Hudson,

Lane, & Pullen, 2005). It is a set of skills that allows readers to rapidly decode

text while maintaining high comprehension (Hudson et al.). Fluency also involves

reading a text with proper expression. There are three major components of

fluency: accuracy, which refers to the person’s ability to read words correctly;

rate, the speed a person reads; and prosody, which is commonly referred to as

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reading with feeling and involves the stress, intonation, and pauses when reading

(Hudson et al.; Rasinski, 2006). Fluency is often considered the bridge between

word recognition and comprehension (Armbruster et al., 2001; Pikulski & Chard,

2005; Walczyk & Griffith-Ross, 2007). According to Rasinski, “readers must be

able to decode words correctly and effortlessly and then put them together into

meaningful phrases with appropriate expression to make sense of what they

read” (p. 704).

Modeling is a very important aspect of fluency instruction. Students need to

hear and see what fluent reading sounds like. Modeling is the basis of all good

fluency instruction. Another method of fluency instruction is the use of repeated

readings. With repeated readings students read a passage or story several times

and are given guidance and instruction from their teacher. According to

researchers, repeated reading can be a useful technique when instructing

students to read fluently ( Hudson et al., 2005; Rasinski, 2006). The National

Reading Panel investigated two approaches to teaching fluency: repeated

reading and independent silent reading. It was found that repeated reading

improved overall fluency and reading achievement, as well as comprehension

(Armbruster et al.).

Vocabulary

10

http://en.wikipedia.org/wiki/Reading_comprehension

http://en.wikipedia.org/wiki/Decoding

The vocabulary of a person is defined either as the set of all words that are

understood by that person or the set of all words likely to be used by that person

when constructing new sentences. The more someone knows about words, the

greater his or her chance of enlarging his or her working vocabulary is. It is

related to this statement, Hornby said that vocabulary is all the words in a

particular language, note at language, the words that people use when they are

talking about a particular subject, a list of words with their meanings, especially in

a book for learning a foreign language (2005:707). When children learn to read,

they begin to understand that the words on the page correspond to the words

they encounter every day in spoken English. That’s why it’s much easier for

children to make sense of written words that are already part of their oral

language. While we don’t have to know every word on the page to understand

what we are reading, too many new or difficult words make comprehension

impossible. As children’s reading level improves, so does the number of words

they need to know.

Text Comprehension

Comprehension is highly interactive, such that readers use a variety of skills

and processes when encountering text. These processes are complex and

consist of multiple components. Avariety of cognitive models have been

developed to lend support to the various skills and processes thought to impact

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comprehension (Cromley and Azevedo, 2007; Kintsch & Rawson, 2005). These

models may differ in their components, but all share the idea that inference and

knowledge representation are two key components underlying each model.

Furthermore, all agree that comprehension is dependent upon some sort of

construction. Additionally, evidence suggests that comprehension involves

decoding, fluency, vocabulary knowledge, knowledge of the ways text are

organized, knowledge of the world, and strategies for fostering and monitoring

comprehension. For example, the Kintsch and Rawson situation model (2005),

suggests that text comprehension involves processing at different levels (Coiro &

Dobler, 2007; Joffe, Cain, & Maric, 2007; McGrew & Wendling, 2010). In

particular, this model suggests that the reader builds a semantic network of ideas

as they attempt to determine the meaning of text. The reader employs language

and visual skills to decode words and combine words and phrases that form

meaning. References, links, and syntactic relationships are formed, revised and

revisited throughout the reading process as a means for constructing and

maintaining coherence. The situation model develops as the reader integrates

background knowledge with the information provided by the text. Multiple levels

of processing are involved, and strategies are both implicit and explicit during the

construction of the situation model. Moreover, Kintsch and Rawson (2005)

suggest that comprehension is more than the sum of these processes, but rather

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the holistic coordination and involvement of these processes for reading

comprehension.

Related Studies

Reading is one of the four macro skills taught in an English language

classroom, which requires a response from the reader through summarizing the

main facts based on what was read (Blay et.al, 2009).Reading is not just

extracting meaning from the text but a process of connecting to the information

given by the text. Reading in this sense, is a communication between the reader

and the text (Grabe,2006). Reading is essential to life. And reading with

comprehension is the chief justification why we read, understanding what the text

is all about (Lastrella, 2010).Reading comprehension is a complex balance

between recognizing printed symbols and interpreting the meaning behind the

symbols (Dennis, 2011).

For an individual to survive in today’s world, it is a requirement for him/her to

know how to read with understanding. He/she should be capable of

understanding simple text such as transportation documents which includes

travel directions and road instructions, bills and contracts. The effect of not being

able to comprehend could be disastrous (e.g. instructions on a bottle of medicine

or chemical warnings) (Lastrella, 2010).With the ability to comprehend a text,

people are able not only to live safely and productively, but also to continue to

13

develop socially, emotionally and intellectually. Likewise, reading is a very

significant language skill for a student. Since they are subject to a continuous

flow of information, they need to prepare themselves for the demands that

reading in school and in the bigger society places on them. Reading also has

been a segment of the entrance test in most colleges and universities. But there

are cases by which students fail during the entrance examination because of lack

of comprehension (Yale, 2011 in Lastrella, 2010).

Justification of the Study

This is to justify that this study is done no dublication from other studies. The

present study may only be a replication to the other studies and it contains only

the truth. Inspite of similar studies it is still need to find out the findings or result of

the study so that generalization will be concluded and some dilemmas about the

certain problem will be given a solution or some action.

Chapter 3

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METHODOLOGY

This chapter presents the overall design and methodology used in the

conduct of this study. This includes research design, research locale, research

respondents of the study, and research instrumentation.

Research Design

The purpose is to determine the reading proficiency of the students of Alabel

National High School.

The input of this study is the independent variable. The Independent variable

is the proficiency. The dependent variable is the reading. This study use the

descriptive- correlation method to describe the factors namely teacher factor,

school factor, student factor and family factor.

This study aims to develop the reading proficiency of the students and as

fundamental skills that affects the learning experience and school performance of

the students.

15

OutputProcessInput

Figure 2. Research Design

Research Locale

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INDEPENDENT

VARIABLE

Proficiency

DEPENDENT

VARIABLE

Reading

QUESTIONNAIRE

WEIGHTED MEAN

PERCENTAGE DISTRIBUTION

T -TEST METHOD

DOCUMENTARY ANALYSIS

DESCRIPTIVE CORRELATIONMETHOD

DEVELOP

STUDENTS

READING

PROFICIENCY

This study focuses on the reading proficiency of the Grade-8 students of

Alabel National High School, Poblacion- Alabel Sarangani Province.

Research Respondent

The respondent of the study are the selected 50 students from Grade-8 who

are officially enrolled in the year 2015-2016 at Alabel National High School-

Poblacion, Alabel Sarangani Province.

Research Instrument

To determine the level of reading proficiency, the researcher used

questionnaire to gather the needed data. The questionnaire composed of 3 parts.

First, is the student profile; second, the four factor which include teacher factor,

school factor, student factor and family factor; third, is oral reading

comprehension.

Scale Description Interpretation

4 Always Always practice

3 Sometimes Sometimes practice

2 Seldom Seldom practice

1 Never Never practice

Data Gathering Procedure

In conducting this study, the researcher asked an approval to the

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Administration of GenSantos Foundation College Incoporated. In addition to, the

researcher asked also the principal and advicer-teacher of Alabel National High

School to conduct a study. The researcher gather the questionnaire to 50

students and give 30 minutes to answer.

Statistical Treatment

This study used frequency and percentage distribution, weighted mean and

T- test method to treat the data.

The statistical treatment that the researcher used in determining the

outcomes of the research were the following; frequency, percentage distribution

and weighted mean was used to determine the factors affecting the reading

proficiency of students in terms of the following: teacher factor, school factor,

student factor and family factor.

The same tool to determine the students reading proficiency.

The T- test method is use to determine the relationship between the following

factors: teacher factor, school factor, student factor, and family factor between the

students reading proficiency.

Chapter 4

PRESENTATION, FINDINGS, ANALYSIS, AND INTERPRETATION OF DATA

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This chapter involves the presentation, findings, analysis, and interpretation

of data.

Descriptive Response of the Students on the Teacher Factor, Student Factor,

School Factor and Family Factor

TABLE 1

TEACHER FACTOR

FACTORS WM DESCRIPTION INTERPRETATION

Accepts the idea

of the students

3.44 Sometimes Sometimes

practiced by the

teacher

Shows Fairness 2.92 Seldom Seldom practiced

by the teacher

Discourages

bullying

2.52 Seldom Seldom practiced

by the teacher

Did lecture

demonstration


practiced by the

teacher

Guides his/her

students


practiced by the

19

teacher

Uses direct

instruction


practiced by the

teacher

Gives actual

assessment


by the teacher

Uses clear visual

aids


by the teacher

Uses technology 2.92 Seldom Seldom practiced

by the teacher

Supplies books

and other

resources


by the teacher

MEAN 2.8 SELDOM Seldom practiced

by the teacher

Tale 1 shows the response of the students towards the teacher factor. The

students responded sometimes on their teacher accepts the idea of the students

with the mean of (3.44), did lecture demonstration (3.36), guides his/her students

(3.2), uses direct instruction (3.38).

They responded seldom on shows fairness with the mean of (2.92),

20

discourages bullying (2.52), give actual assessment (2.8), uses clear visual aids

(2.8), uses technology (2.92), supplies books and other resources (2.74). The

result showed that they seldom agreed on the teacher factor with the average

weighted mean of (2.8).

According to Taylor, et. al (2005) that ineffective teachers spend as little as

63% of their time on active instruction. This difference in student time-on-task

translates directly into the amount of instruction students receive each day. It

equates to a difference between 39 minutes of on-task instruction every hour for

students in ineffective classrooms versus 48 minutes every hour for students in

even moderately effective classrooms. A highly effective teacher can keep

students engaged and on-task for as much as 96% of the time, or 58 minutes out

of every hour. Over time, this translate into a dramatic decrease in the amount of

instruction received by those students in effective 13 classrooms. Furthermore,

classrooms where students spend a larger proportion of time actively engaged

with learning outperform those classrooms in which time-on task is lower (Taylor

et al.,1999,2005).

TABLE 2

STUDENT FACTOR

FACTOR WM DESCRIPTION INTERPRETATION

21

Review his/her

lesson


by the student

Did the cutting

classes

1.64 Never Never practiced by

the student

Sleep during class

discussion

1.8 Never Never practiced by

the student

Participate in

classroom

discussion and

activities


practiced by the

student

Shows laziness 2.34 Seldom Seldom practiced

by the student

Practice absences 2.22 Seldom Seldom practiced

by the student

Following friends

decision


by the student

Did his/her works

alone


by the teacher

Ask some advice

to his/her parents


practiced by the

22

and friends student

Listen to his/her

teacher during

class discussion


practiced by the

student


by the students

The table 2 presented the response of the students towards the student

factor. They responded as sometimes to participate in classroom discussion and

activities with the weighted mean of (3.24), ask some advice to his/her parents

and friends (3.12), listen to his/her teacher during class discussion (4.42).

They responded as seldom in review his/her lesson (2.84), shows laziness

(2.34), practice absences (2.22), following friends decision (2.84), did his/her

works alone (2.48).

They responded as never in did the cutting classes (1.64), sleep during class

discussion (1.8). The result showed that they seldom agreed on the student

factor with the average weighted mean of (2.59).

According to Pachtman and Wilson (2006) motivation can develop from

intrinsic or extrinsic motivation stimuli. Intrinsic motivation is developed through

23

the choice of literacy activities based on individual interest and the child’s belief

that he/she can successfully complete the reading task. As Bandura explains,

“perceived efficacy is a judgement of capability; self-esteem is a judgment of

“self-worth”( Bandura, 2006; Mohajer & Earnest, 2009). High self-efficacy has

been shown to predict better performance in academics and sports; increased

happiness, job satisfaction, and persistence; improved safe sex practices; and

successful smoking cessation and prevention.

TABLE 3

SCHOOL FACTOR

FACTOR WM DESCRIPTION INTERPRETATION

Has an adequate 3 Sometimes Sometimes

24

facilities like

reading materials

practiced by the

school

Is conducive for

learning


by the school

Has an

overcrowded

classroom


by the school

Continue use of

outdated and

erroneous

textbooks


by the school


by the school

The table 3 shows the response of the students on the school factor as

sometimes in has an adequate facilities like reading materials with the mean of

(3).

They responded as seldom in is conducive for learning (2.94), has an

overcrowded classroom (2.52), continue used of outdated and erroneous

textbooks (2.54). the result showed that they seldom agreed on the school factor

25

with the average weighted mean of (2.75).

According to Ibrahim Duyar, 2010, facilities and learning environment has a

big effect on students in both negative and positive. Facility conditions accounted

for 43% of the explained delivery of instruction with medium sized of effect. In all

cases, school in top-ranked facility condition have better learning environment

than school in bottom-ranked condition.

TABLE 4

FAMILY FACTOR

FACTOR WM DESCRIPTION INTERPRATATION

Support me in

both financial and


practiced by the

26

moral support family

Has a mini-library

at home


by the family

Teach/gives moral

lesson


by the family

Meet my basic

needs


practiced by the

family


by the family

The table 4 shows the response of the students in family factor as sometimes

in supports me in both financial and moral with the mean of (3.18), meet my

basic needs (3.18).

They responded as seldom on has a mini-library at home (2.4), teach or gives

moral lesson (2.74). The result showed that they seldom agreed on the family

factor with the average weighted mean of (2.87).

According to (Raychauduri et al,. 2010) Kernan, et al., (2011), family factors

like attendance in the class, family income, and mother’s and father’s education,

teacher-student ratio, presence of trained teacher in school, sex of student and

27

distance of school are also affected the performance of the students. Academic

success of the student will be enhanced if the optimal health related barriers are

low.

TABLE 5

SUMMARY OF THE FACTORS

FACTORS WM DESCRIPTION INTERPRETATION

Teacher 3.008 Sometimes Sometimes

practiced by the

28

teacher

Student 2.75 Seldom Seldom practiced

by the student

School 2.59 Seldom Seldom practiced

by the school

Family 2.87 Seldom Seldom practiced

by the family

Average 2.8 Seldom Seldom practiced

by the teacher,

student, school

and family

TABLE 6

THE LEVEL OF THE STUDENT’S READING PROFICIENCY

STUDENTS NO. OF CORRECT

ANSWER

INTERPRETATION

1 3 Instructional

2 3 Instructional

29

3 1 Frustration

4 3 Instructional

5 3 Instructional

6 3 Instructional

7 3 Instructional

8 1 Frustration

9 4 Dependent

10 3 Instructional

11 0 Frustration

12 3 Instructional

13 3 instructional

14 3 Instructional

15 3 Instructional

16 2 Frustration

17 2 Frustration

18 3 Instructional

19 1 Frustration

20 1 Frustration

21 3 instructional

22 3 Instructional

23 3 Instructional

30

24 2 Frustration

25 2 Frustration

26 3 Instructional

27 1 Frustration

28 0 Frustration

29 4 Dependent

30 3 Instructional

31 5 Dependent

32 3 Instructional

33 3 Instructional

34 3 Instructional

35 4 Dependent

36 3 Instructional

37 3 Instructional

38 2 Frustration

39 3 Instructional

40 3 Instructional

41 4 Dependent

42 3 Instructional

43 2 Frustration

44 4 Dependent

31

45 3 instructional

46 5 Dependent

47 4 Dependent

48 3 Instructional

49 1 Frustration

50 3 Instructional

LEVEL:

INDEPENDENT- 100%

INSTRUCTIONAL-60-79%

FRUSTRATION-59%-Below

Table 7

CORRELATION ON THE FACTORS AFFECTING READING PROFICIENCY OF

THE STUDENTS

Correlated

Variables

T

Computed

T

Tabular

Interpretation

The significant

relationship

between reading

0.022 2.8 Rejected

operational

hypothesis

32

proficiency and its

factor that may

affect on it

The table 7 presented the correlation on the factors affecting reading

proficiency of students. The result shows that the significant relationship between

the four factors and the reading proficiency were rejected operational hypothesis

using the t-testing with the computed result of neglible correlation of 0.022 and

tabular result 2.8 respectively. The hypothesis about the factors and reading

proficiency states that there is a significant relationship between the factors and

the reading proficiency of the students was rejected.

Chapter 5

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary, findings, conclusion and

recommendations about the reading proficiency of Grade 8 Students of Alabel

National High School.

Summary

Statement of the Problem

The researcher worked hard to determined the Reading Proficiency among

33

the Grade-8 students of Alabel National High School.

Specifically, this study sought to answer the following questions:

1. What is the level of the different factors affecting the reading proficiency of

the students?

1.1 Teacher Factor

1.2 School Factor

1.3 Student Factor

1.4 Family Factor

2. What is the overall level of factors affecting the reading proficiency of the

students?

3. What is the level of students' reading proficiency?

The researcher used the descriptive method-research for this study. fifty (50)

students male and female students from Grade 8 students of Alabel National

High School who were officially enrolled in the school year 2015-2016 were the

respondents of this study.

A questionnaire was used as the primary instrument to obtain the necessary

data. The frequency distribution and percentage was used in treating the data.

34

Findings

Based from the data gathered, the researcher had the following result.

1. The descriptive response of the students towards the teacher factor was

2.8 and describe as seldom.

2. The descriptive response of the students towards the student factor was


3. The descriptive response of the students towards the school factor was


4. The descriptive response of the students towards the family factor was


5. The student’s level of reading proficiency was instructional.

6. The average mean of the teacher factor, student factor, school factor and

family factor was 2.8 and describe as seldom.

The result of the correlation of the teacher factor, student factor, school factor

and family factor was 0.022 and 2.8 in the tabular, and correlate as null

hypothesis.

Conclusion

35

Based on the analysis/findings of the data, the researcher had come up with

the following conclusions.

1. The teacher factor was being described as seldom, the students factor was

described as seldom, the school factor was being described as seldom and the

family factor was being described as seldom.

2. The reading proficiency of the students was being describe as

instructional.

3. There is no significant relationship between the reading proficiency and the

factors which was the teacher factor, student factor, school factor, and family

factor.

Recommendations

Based on the findings and conclusions, I recommend the following:

1. The teacher’s teaching styles and strategies and students willingness to

study should improve.

3. The school and the administration should supply latest resources and and

facilities for the better development of the school.

4. The researcher encourages the next researcher to conduct the same study

to measure the development of student’s reading proficiency of a certain locale

36

with the use of different statistical treatment.

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