Reading-Comprehension-and-Proficiency-Level-of-Grade-11-Students-of-Vicente-D.-Trinidad-National-High-School-1.pdf

Research ppt

1. Final Defense
Presentation
Vicente D. Trinidad High School
Mike John Cabrera
Aaron Lance Reyes
Julea Aeren Agdamag
Erica Mae Alfonso

2. Overview
I. Title ii
II. Introduction 2
III. Statement of the Problem 7
IV. Results and Discussion 10
V. Conclusion 2
VI. Recommendation 3
Page

3. Reading Comprehension and
Proficiency Level of Grade 11
Students of Vicente D.
Trinidad National High School

4. Introduction
Highlights the significance of reading comprehension in
education and the challenges faced in maintaining
proficiency, particularly in the Philippines. The statistics from
international assessments like the Trends in International
Mathematics and Science Study (TIMSS) and local studies
indicate persistent issues with reading skills, which impact
students' performance in subjects that require critical
thinking and problem-solving. The Department of Education in
the Philippines has recognized this and introduced Catch-Up
Fridays to address the literacy gap, dedicating time for
focused reading activities to improve comprehension skills.

5. Introduction
The aim of this study is to assess the reading comprehension
levels of Grade-11 students at Vicente D. Trinidad National
High School. The focus on reading comprehension is not only
about understanding words on a page, but about developing
critical thinking skills and the ability to navigate through a
rapidly evolving world. By evaluating these students' reading
skills, educators hope to identify areas for improvement and
refine strategies to enhance literacy, ultimately contributing
to the students' academic success and future prospects.

6. Statement of the
Problem
This study aims to determine the current reading comprehension and
proficiency level of students and develop targeted strategies to enhance their
reading comprehension.
1. What are the profile of the participants in terms of:
1.1. Age
1.2. Gender
1.3. Strand
2. What is the score of the participants in the reading comprehension test?

7. Statement of the
Problem
3. What is the extent of reading comprehension and proficiency level of the
participants that enhanced their understanding in terms of:
3.1. Concentration
3.2. Critical thinking skills
3.3. Prior knowledge
4.Is there a significant difference on the reading comprehension and
proficiency level of G11 students in relation to the profile of the participants?

8. Statement of the
Problem
5. Is there a significant difference on the extent of the reading comprehension
and proficiency level of G11 students in relation to t heir score?

9. Result and Discussion
This chapter shows the result of the survey conducted in the study of
the Reading Comprehension and Proficiency Level of Grade-11 students
of VDTNHS.
As shown on the table above, most of the participants is belong to the
age of 16 with a frequency of 21 or 70%, followed by the age of 17 with
a frequency of 9 or 30%.

10. Result and Discussion
The table above shows that most of the participants are female with a
frequency of 17 or 56.66%, followed by male with a frequency of 13 or
43.33%.

11. Result and Discussion
The table above shows that most of the participants is belong to the
strand of STEM with a frequency of 13 or 43.33%, followed by HUMSS
with a frequency of 11 or 36.66%, and ABM with frequency of 6 or
20.00%.

12. Result and Discussion
The average weighted mean across all
statements falls within the 'Good' range,
indicating that, on average, students
perceive their reading comprehension
and proficiency levels in relation to their
concentration to be good. There are
areas of strength, such as maintaining a
good reading speed and understanding
the impact of focus on comprehension.
However, there are also areas for
potential improvement, such as reducing
struggles with maintaining focus and
minimizing the impact of external
distractions.

13. The average weighted mean across all
statements falls within the 'Good' range,
indicating that, on average, students
perceive their reading comprehension
and proficiency levels in relation to their
critical thinking skills to be good. There
are areas of strength, such as thinking
carefully when answering questions and
recognizing the influence of prior
knowledge. However, there are also
areas for potential improvement, such as
reducing mind wandering and increasing
confidence in critically evaluating
information.
Result and Discussion

14. The average weighted mean across all
statements falls within the 'Good' range,
indicating that, on average, students
perceive their reading comprehension
and proficiency levels in relation to their
prior knowledge to be good. There are
areas of strength, such as recognizing
the influence of prior knowledge and
actively using it to make connections.
However, there are also areas for
potential improvement, such as reducing
struggles with interpreting unfamiliar
words and increasing confidence in
answering questions when prior
knowledge is available.
Result and Discussion

15. Result and Discussion
There is a significant difference on the reading
comprehension and proficiency level of G11 students
as to concentration, critical thinking skills, and prior
knowledge in relation to the profile of the
participants as to age.

16. Result and Discussion
There is a significant difference on the reading
comprehension and proficiency level of G11 students
as to concentration, critical thinking skills, and prior
knowledge in relation to the profile of the
participants as to gender

17. Result and Discussion
The statistical analysis indicates that the
differences observed in concentration, critical
thinking skills, and prior knowledge among grade-
11 students based on gender are not due to
random chance. With p-values below .05, the null
hypothesis is rejected for each variable,
suggesting that these differences are statistically
significant. This implies that gender has a
significant impact on the reading comprehension
and proficiency level of grade-11 students,
particularly in terms of their ability to concentrate,
think critically, and apply prior knowledge.

18. Result and Discussion
There is a significant difference on the reading
comprehension and proficiency level of G11 students
as to concentration, critical thinking skills, and prior
knowledge in relation to the profile of the
participants as to strand.

19. Result and Discussion
The data reveals significant differences in the reading
comprehension and proficiency level of grade-11 students
depending on their chosen academic strand. Statistical
analysis indicates that concentration, critical thinking skills,
and prior knowledge vary significantly across different
academic strands, with p-values below .05, suggesting
these differences are unlikely to occur by chance alone.
These findings suggest that a student's academic strand
significantly influences their reading comprehension and
proficiency level, particularly in terms of concentration,
critical thinking skills, and prior knowledge application.

20. Result and Discussion
There is a significant difference on the extent of the reading
comprehension and proficiency level of G11 students in relation
to their score, hence the rejection of the null hypothesis at 0.05
level of significance.

21. Result and Discussion
The statistical analysis indicates that there is indeed a significant
difference in the extent of reading comprehension and proficiency
level among grade-11 students based on their scores. With p-values
below .05, the null hypothesis is rejected for each variable,
suggesting that these differences are not likely due to random
chance alone. Therefore, the rejection of the null hypothesis at the
0.05 level of significance implies that the observed disparities in
concentration, critical thinking skills, and prior knowledge based on
scores are statistically meaningful. In summary, students' scores
have a significant impact on their reading comprehension and
proficiency level, particularly in terms of their ability to
concentrate, think critically, and apply prior knowledge.

22. Summary of Findings
Overview
- Participant Demographics: Most of the participants are aged 16 (70%),
with the rest aged 17 (30%). The gender distribution is 43.33% female
and 56.66% male. In terms of academic focus, 43% are in the STEM
strand, 36.66% in HUMMS, and 20% in ABM.
- Reading Comprehension and Proficiency
- Concentration: The average reading comprehension and proficiency
level indicate that students generally have a good ability to
concentrate.
- Critical Thinking Skills: Students, on average, view their reading
comprehension and critical thinking skills positively.
- Prior Knowledge: Students believe their reading comprehension and
proficiency levels are good in terms of utilizing prior knowledge.

23. Summary of Findings
Overview
- Influence of Demographic Factors on Reading Comprehension
- The study found significant differences in the reading
comprehension and proficiency levels of grade-11 students based
on their age, gender, and academic strand. These factors affect
students' abilities in terms of concentration, critical thinking, and
the application of prior knowledge.
- Relationship Between Scores and Reading Comprehension
- Statistical analysis shows that there are significant differences in
reading comprehension and proficiency levels based on students'
scores. The data suggest that variations in concentration, critical
thinking skills, and prior knowledge are meaningful predictors of
these levels.

24. Conclusion
This study highlights significant differences in the reading comprehension
and proficiency levels of grade-11 students, influenced by factors such as
age, gender, and academic strand. While students generally exhibit good
abilities in concentration, critical thinking skills, and application of prior
knowledge, disparities exist across these factors. Statistical analysis
confirms that variations in concentration, critical thinking skills, and prior
knowledge significantly predict reading comprehension and proficiency
levels among grade-11 students, reinforcing the importance of considering
these factors in educational interventions.

25. Recommendations
1.
2.
The school must implement a program and use a variety of materials to
help students to improve their reading comprehension skills.
Teachers should assist students by assigning more reading
activities and helping them to visualize the subject matter they
are reading.
3.
Students should set aside specific time for reading
outside of their coursework to enhance their reading
comprehension.

26. Thank You
For Your Attention
Mike John Cabrera
Aaron Lance Reyes
Julea Aeren Agdamag
Erica Mae Alfonso