Emjeay Thesis Final Na To 2
Emjeay Thesis Final Na To 2
Emjeay Thesis Final Na To 2
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter presents the introduction of the study, statement of the problem,
conceptual framework, research design, significance of the study, scope and delimitation
and definition of terms.
Introduction
There is an old saying, "The pen is mightier than the sword." Ideas written down
have changed the destiny of men and nations for better or worse. The flow of ideas cannot
be stopped. We need to read and research to build on the good ideas and expose the bad
ideas before they bring destruction. Only by reading can we be armed in this never-ending,
life-and-death struggle. A child’s reading can be affected by many factors including
background knowledge, ability, home environment, school experiences and interest level.
However, pure reading performance is most directly linked to a child’s success with five
early literacies skills—phonemic awareness, alphabetic principle, fluency, vocabulary and
comprehension. Phonemic awareness is the ability to hear and orally manipulate the
individual sounds that make words.
According to David (2016) Reading is important because it develops the mind. The
mind is a muscle. It needs exercise. Understanding the written word is one way the mind
grows in its ability. Teaching young children to read helps them develop their language
skills. It also helps them learn to listen. Everybody wants to talk, but few can really listen.
Lack of listening skills can result in major misunderstandings which can lead to job loss,
marriage breakup, and other disasters - small and great. Reading helps children and adults
focus on what someone else is communicating. Good reading skills, especially in a phonics
reading program, improve spelling.
Reading is important because words - spoken and written - are the building blocks of
life. The result of words that you have heard or read and believed about yourself. What
become in the future will depend on the words you believe about yourself now. People,
families, relationships, and even nations are built from words.
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This study is aimed to determine the factors affecting the reading ability of
primary pupils as observed by the selected schools in Buenavista District as observed by
the Teachers in Buenavista, Quezon S.Y. 2019-2020.
a. age;
b. sex;
c. and highest educational attainment?
2. What are the factors affecting the reading ability of primary pupils in terms of the
following?
a. environmental factor;
b. pupil factor;
c. family factor and
d. teacher factor
Conceptual Framework
Teachers are facing the fact that real-life problems involving math knowledge are
seldom presented as a worksheet full of four-step multiplication problems. Instead, in
contemporary test settings where students are asked to evaluate and solve realistic problems,
students’ reading skills must support grade-level math ability. According to the Intercultural
Development Research Association, “Reading and writing activities can help students
analyze, interpret and communicate mathematical ideas. These are skills needed to evaluate
sources of information and the validity of the information itself, a key competency for
mathematically literate citizens.”
Taadese (2017) pointed out that reading skill refers to the ability to understand
written text. It is advisable to develop this skill at early age of schooling. When students
comprehend or understand written text, and combine their understanding with prior
knowledge, they are able to perform the following three reading-comprehension skills.
Research Paradigm
1. Demographic Profile
Figure 1
Factors affecting the reading ability of primary pupils as observed by the
teachers of selected schools in Buenavista District.
The main focus of this study was to assess and evaluate the factors affecting the
reading ability of Primary pupils of selected school in Buenavista District Elementary as
observed by the teachers S.Y. 2019-2020.
To the Teachers, this study would help them to be more aware of the teaching
strategies they are using in classroom.
To the Pupils, this study would help them to understand why reading is important
to enhance their knowledge.
To the Future Researchers, this study would give them ideas and insights that
may be helpful in their research study. And the useful and relevant findings obtained from
this study will be of great assistance to them.
This study delimited itself in determining factors affecting the reading ability of
primary pupils as observed by the teachers of Selected school in Buenavista District S.Y.
2019-2020. The respondents of the study were the selected public-school teachers as they
considered as the first reliable source of information. It used self-made questionnaire in
solving the factors affecting the reading ability of primary pupils as observed by the
teachers.
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Definition of Terms
The following terms are defined conceptually and for better and clearer
understanding of the research study.
CHAPTER II
REVIEW OF RELATED LITERATUR E AND
STUDIES
This chapter presents the review of different studies and educational literature
which is related to the determining factors affecting the reading ability of primary pupils to
their academic performance as observed by the teachers. The research on the different
conceptual literature and research literature serve as a guide in the construction of the study.
Included on the review was investigation made on published thesis and books.
RELATED LITERATURE
FOREIGN LITERATURE
yourself now. People, families, relationships, and even nations are built from words. Think
about it.
Dumepnas 2016 cited that there are many factors that pertain to the complex
process of reading. Environmental factors such as ambient lighting, temperature, comfort,
and complexity of the material affects reading greatly. Intrinsic factors such as regression,
eye movement, and number of words per fixation also affects reading. Motivation affects
reading. If someone is bored by the reading material, they won't want to do it. Also, being
able to decode what you are reading is important. Being able to understand vocabulary and
the main idea is also important. In my classes, I find that sometimes words that seem easy to
the teacher are not easy to the students, and may throw off the main idea of the text if those
words are not correctly interpreted.
Based on Silbert (2014) Poor Reading Comprehension Skills Lead to Poor Grades.
When kids don’t understand what they read, it affects their ability to succeed in school. All
subjects, including science and math, require reading comprehension. Even Tests and exams
require good reading comprehension which results in low grades and poor test scores if a
student has poor reading comprehension. Children with limited vocabulary and oral reading
fluency will have difficulties understanding written text. Recent research has shown that
“spoken language training seems to have resulted in a generalized improvement in the kids’
ability to understand language. “Working memory deficit occurs with kids who can’t
remember what they’ve read long enough to talk about it or explain the story immediately
after reading. It’s common with kids with ADHD, Visual processing disorder affects
students’ reading comprehension if they skip words or lines.
comprehension are commonly saddled with the misconceptions that they are just not trying,
or that they are distractible. In fact, they may be trying very hard to memorize everything
they have heard or read. And they need help.
Synthesis
Based on the Foreign Literature Some factors with a learning disability in reading
comprehension can read aloud with little or no difficulty pronouncing words, but they do
not understand or remember what they've read learning disability in reading comprehension
likely involves difficulty with the language processing and visual reasoning. Reading is
good for everyone, not only children or young adults. The more you read, the more
imaginative you become. Whenever you read a fiction book, it takes you another world. In
the new world, your imagination works at its best as you try to see things in your own mind.
LOCAL LITERATURE
Lastrella, (2010) cited that with the ability to comprehend a text, people are able
not only to live safely and productively, but also to continue to 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.
In the local context, Mante (2010) in Ilustre 2011 sought to identify factors that
affected Filipino bilingual high school student’s reading comprehension in English. The
objective of her paper was twofold; first was to determine and measure the participants'
dimensions of motivation to read, and second was to identify the relationships between the
participants’ motivation to read in English, their reading comprehension and their use of
meta-cognitive reading strategies when reading in the same language. Results were not
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Synthesis
RELATED STUDIES
FOREIGN STUDIES
(Trophy 2011) cited that motivation affects reading. If someone is bored by the
reading material, they won't want to do it. Also, being able to decode what you are reading
is important. Being able to understand vocabulary and the main idea is also important. In my
classes, I find that sometimes words that seem easy to the teacher are not easy to the
students and may throw off the main idea of the text if those words are not correctly
interpreted
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Krishna-agrawala (2011) is right that psychological factors can influence the ability
to read. If a child is anxious and suffers from a learning disability, learning to read can be a
drawn-out and painful process. Additionally, if a child does not see adults and older siblings
in the home valuing reading, it can influence the child to disparage reading as something to
be endured rather than enjoyed.
According to Cox (2019) Teacher can transform the school experience for a student.
Science has found that caring student-teacher relationships help students do better in school,
as well as act kindlier toward others. If you were to imagine two teachers teaching the same
lesson, while one was acting with kindness and the other was acting unfriendly, you would
probably find that the students liked, as well as learned better from the kind and caring
teacher. A productive student-teacher relationship is essential, students need to feel cared
about. Fortunately, there are lot of ways for teachers to build caring relationship with their
students.
Varmland (2016) cited that the teachers were given a set of short stories to use
while teaching the strategies. In addition, they received a set of instructions and guidelines
for the lessons where methods were described how to use the strategies and the short stories.
These instructions were discussed and adjusted during the meetings with researchers. The
teachers used the majority of the lessons in Swedish for the work with the reading strategies
during the first term. After this term the teachers continued to work with the new innovative
approach and have spread the ideas to teachers from Centralskolan of other subjects
Synthesis
Based on the Foreign Studies. Environmental factors include the student's home,
school, social, and cultural environments. Difficulty in reading can also be linked with
emotional factors. Reading difficulty is often associated with intelligence and intellectual
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factors. Language factors also affect reading performance. And also, motivation can affect
reading. If someone is bored by the reading material, they won't want to do it. from a
learning disability, learning to read can be a drawn-out and painful process. It can influence
the child to disparage reading as something to be endured rather than enjoyed.
LOCAL STUDIES
Based to Marylene N. Tizon (2011) teachers therefore have a very important role to
play in helping their students get most out of reading and become good readers. They need
to introduce to them extensive reading and provide them essential guidance as they read
comprehensively. While teaching reading comprehension, teachers must always keep in
mind that the goal is to let the students understand what the author meant. Moreover,
teachers must help students do well in their subject and pass the required examination. At
the same time, they can increase their students‟ competency in English and help them
become fluent readers in English by engaging them in extensive reading. Thus, teachers in
Kinangay Elementary School must be able to identify the level of their students‟
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comprehension skills so that they could plan for effective strategies or programs that will
eventually enhance their learners‟ critical thinking skills.
Du Boulay (cited by Khateeb, 2010) assures that weakness in the reading ability
constitutes one of the biggest problems that encounter students at all educational levels.
Thus, teaching reading is viewed as a teaching objective at the different educational stages;
and the key to success in other subjects of study.
Synthesis
A student, who can read comprehensively, can also be successful in all his or her
lessons. In mathematics lesson, when a learner encounters with a problem, understanding
this problem can help him/her to solve the problem. It is known that in the Philippines. The
university and high school entrance examinations have mostly questions based on testing
learner’s ability whether they can read comprehensively and can come up with new
interpretations by making analysis and synthesis on the given data in the many research
tasks.
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CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the description of the research method and techniques,
research local, sampling design, the subject of the study, instrumentation, data gathering
procedures, and statistical treatment.
The research design that was used in this study was the descriptive method to
collect data. Through questionnaire the data were gathered including the demographic
profile and the factors affecting the reading ability of primary pupils in the academic
performance as observed by the teachers in Buenavista district.
Research Locale
The study was conducted in Buenavista District Elementary School. situated in the
Municipality of Buenavista. The selected teachers of the said school were the respondents
for this study.
Sampling Design
The respondents in this study were the selected public teachers of Buenavista
District Elementary School. The respondents consisted of eighty (80) teachers which were
selected purposively. The researcher used this sampling technique because it is the most
convenient type of having respondents. After the respondents answer the questionnaire, the
researcher collected the questionnaire on the same day after answering the questionnaire.
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Instrumentation
First, the researcher drafted the questionnaire for comments and suggestions by the
thesis adviser and 2 validators regarding its content. The suggestions served as the
guidelines for revision of the questionnaire. Prior to the conduct of the study, the researcher
sent a letter to Dr. Luciano Ever C. Calumno District I supervisor and Dr. Isidro P. Delos
Reyes of the District II upon approval the researcher administered the instruments to the
target respondents. The quantitative research methods using Likert scale was used in order
to rate Factors affecting the reading ability of primary pupils in the academic performance
as observed by the teachers in Buenavista district.
The data were gathered through survey-questionnaire and answered by the selected
teachers’ respondents. The quantitative research methods using Likert scale was used in
order to rate the teachers’ roles in the teaching-learning process in Buenavista District.
Some of the questionnaires used in this study were derived from other researchers. Data
were gathered by purposive sampling technique. This questionnaire has 5 options; Strongly
Agree= 5(SA) Agree= 4 (A), Moderately Agree= 3 (MA), Disagree= 2 (DA), Strongly
Disagree = 1(SD). The research questionnaire was consisted of three parts: The first part
deal with the demographic profile of the respondents in terms of age, sex, and highest
educational attainment. The second part the factors affecting the reading ability of primary
pupils in terms of the following environmental factor, pupil factor, family factor and teacher
factors. And the last part is a significant difference on the factors as perceived by the
respondents when group by profile.
Statistical Treatment
In this study, the researcher used different statistical measures to treat the collected
data. All the data were carefully read and examined for analysis. They were tallied and
entered into a master list of the data collection sheet. Percentage was used to interpret the
profile of the respondents:
f
P= x 100
N
Where:
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P-percentage
f-number of responses
N-number of respondents
To get the weighted mean used to describe the items in the indicators, the researcher will
use the formula (Calmorin, 2007; 116-118)
X=
∑ fx
∑f
Where:
x= weighted mean
∑fx= sum of the product of the frequency and rating scale
∑f= sum of all the frequency
This table shows the range of mean, descriptive meaning and scale to analyze and
interpret the collected data from the respondents of this study.
CHAPTER IV
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
This chapter deals with the presentation, analysis, and interpretation of data.
This table shows the distribution of the respondents as to their sex, we have male with the
total of 11 respondents which are 27.5% and the female with the total of 29 respondents
which are 72.5%. This revealed that the majority of the respondents were female.
This table reveals the distribution of the respondents as to their sex, we have male with
the total of 2 respondents which are 5% and the female with the total of 38 respondents
which are 95%. This revealed that the majority of the respondents were female.
This table reveals that most of the respondents belonged to age group of 20-30
with the frequency of 52.5 of the respondents. Followed by the age group of 31-40 with
the frequency of 8 or 20%. The next one is the age group of 41-50 a with the frequency of 6
or 15% and the last group would be the age group of 51-60 with the frequency of 5 or
12.5% of the respondents.
This table show that most of the respondents belonged to age group of 20-30 with
the frequency of 13 or 32.5 of the respondents. Followed by the age group of 31-40 with
the frequency of 14 or 35%. The next one is the age group of 41-50 a with the frequency of
6 or 15% and the last group would be the age group of 51-60 with the frequency of 7 or
17.5% of the respondents.
Ph.D/Ed. D.Graduate 0 0
Other Specify 0 0
TOTAL 40 100
This table reveals that most of the respondents are college degree with the
frequency of 22 having percentage of 55 while college degree with units M.A with the
frequency of 16 or 40 percent and the lowest is M.A graduate of the frequency of 2 or 5
percentage.
This table shows that most of the respondents are college degree with the
frequency of 22having percentage of 5 while college degree with units M.A with the
frequency of 36 90 percent and the last is M.A graduate of the frequency of 2 or 5
percentage.
Indicators 5 4 3 2 1 WM INT R
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3. Is a child friendly
place.
It can be gleamed that most of the respondents in District I are choose the
environment is safe and secure having weighted mean of 4.45 while the lowest is the
classroom is well structured having weighted mean of 3.97.
It conforms of Dumepnas 2016 cited that there are many factors that pertain to the
complex process of reading. Environmental factors such as ambient lighting, temperature,
comfort, and complexity of the material affects reading greatly. Intrinsic factors such as
regression, eye movement, and number of words per fixation also affects reading. And also,
Shedrick (2011) cited that the reason for the positive affect is that increasing exposure to
reading a wide range and amount of material increases a person's resource of neuron
connections in the brain.
Indicators 5 4 3 2 1 WM INT R
classes.
It can be gleamed that most of the respondents in District I are choose pupils are
always attending classes having weighted mean of 4.12 while the lowest is the pupils have
learning disability having weighted mean of 3.17.
Indicators 5 4 3 2 1 WM INT R
1. Parents are 16 8 15 1 0 3.97 A 2
too busy in
their work.
The table reveals that the highest is parents need to involve themselves in school
related activities having weighted mean of 4.12 while the lowest is pupils’ parents are
separated having weighted mean of 3.3.
Indicators 5 4 3 2 1 WM INT R
1. Provides 25 12 3 0 0 4.55 SA 3
activities for
reading.
4. Innovates 24 11 5 0 0 4.47 SA 5
strategies fitted
to the pupils
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diversity.
The table reveals that the show love and care for his pupils having weighted mean of
4.7 while the lowest is innovates strategies fitted to the pupils’ diversity. Having weighted
mean of 4.47.
According to Cox (2019) Teacher can transform the school experience for a student.
Science has found that caring student-teacher relationships help students do better in school,
as well as act kindlier toward others and also, Varmland (2016) pointed out that the teachers
used the majority of the lessons in Swedish for the work with the reading strategies during
the first term. After this term the teachers continued to work with the new innovative
approach and have spread the ideas to teachers from Centralskolan of other subjects.
Indicators 5 4 3 2 1 WM INT R
1. The room is 29 9 1 1 0 4.65 SA 3
well ventilated
It can be gleamed that most of the respondents in District II are choose the
environment is a child friendly having weighted mean of 4.8 while the lowest is the
classroom is well structured having weighted mean of 4.57.
It conforms of Dumepnas 2016 cited that there are many factors that pertain to the
complex process of reading. Environmental factors such as ambient lighting, temperature,
comfort, and complexity of the material affects reading greatly. Intrinsic factors such as
regression, eye movement, and number of words per fixation also affects reading. And also,
Shedrick (2011) cited that the reason for the positive affect is that increasing exposure to
reading a wide range and amount of material increases a person's resource of neuron
connections in the brain.
Indicators 5 4 3 2 1 WM INT R
1. Pupils are 15 7 8 6 4 3.57 SA 4
always sick.
It can be gleamed that most of the respondents in District II are choose pupils are
always attending classes having weighted mean of 4.27 while the lowest is the pupils have
learning disability having weighted mean of 3.32.
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Indicators 5 4 3 2 1 WM INT R
1. Parents are 19 10 7 3 1 4.07 SA
2
too busy in
their work.
The table reveals that the highest is parents need to involve themselves in school
related activities having weighted mean of 4.12 while the lowest is pupils’ parents are
separated having weighted mean of 3.3.
school and in life. By supporting children to read in their leisure time at every age, parents
can help to ensure that children are equipped with the necessary skills to succeed in later
life. And also, Krishna-agrawala (2011) is right that psychological factors can influence the
ability to read.
Indicators 5 4 3 2 1 WM INT R
1. Provides 36 3 0 0 1 4.82 SA 3.5
activities for
reading.
2.Monitors 36 4 0 0 0 4.9 SA 1
Pupils’ strength
and weaknesses.
3. Utilized 34 6 0 0 0 4.85 SA 2
Instruction materials
for reading.
4. Innovates 36 6 1 0 0 4.8 SA 5
strategies fitted
to the pupils
diversity.
The table reveals that the Monitors pupil’s strength and weaknesses having
weighted mean of 4.9 while the lowest is innovates strategies fitted to the pupil’s diversity.
Having weighted mean of 4.8.
It conforms of Lindamood (2019) pointed out that this weakness causes individuals
to get only “parts” of information that they read or hear, but not the whole. This weakness
often undermines the reading and thinking process. Students with weak language
comprehension are commonly saddled with the misconceptions that they are just not trying,
or that they are distractible. In fact, they may be trying very hard to memorize everything
they have heard or read. And they need help. And also, Varmland (2016) pointed out that
EASTERN QUEZON COLLEGE
the teachers used the majority of the lessons in Swedish for the work with the reading
strategies during the first term. After this term the teachers continued to work with the new
innovative approach and have spread the ideas to teachers from Centralskolan of other
subjects
Using Anova, the null hypothesis has been rejected because, the computed value
is greater than tabulated value. So alternative hypothesis is now used, there is as significant
difference on the factors as perceived by the respondents when grouped by profile.
According to Allen (2020) Overall, there was no consistent pattern between the
differences in average transportation times and average reading performance for rural and
urban jurisdictions. Rural students were less likely to have a computer or Internet access at
EASTERN QUEZON COLLEGE
home than urban students, but in most provinces the difference was small. It conforms that
(Trophy 2011) cited that motivation affects reading. If someone is bored by the reading
material, they won't want to do it. Also, being able to decode what you are reading is
important. Being able to understand vocabulary and the main idea is also important. In my
classes, I find that sometimes words that seem easy to the teacher are not easy to the
students and may throw off the main idea of the text if those words are not correctly
interpreted
CHAPTER V
SUMMARY, SUMMARY OF FINDINGS,
CONCLUSIONS AND RECOMMENDATIONS
Summary:
This study was conducted due to investigate and analyze to determine the
Factors Affecting the Reading Ability of Primary pupils in the Academic Performance as
Observed by the teachers in Buenavista District S.Y 2019-2020 Specifically, it sought to
answers to the following questions; (1) What is the demographic profile of the respondents
in terms of:( a) age;(b)sex and (d) highest educational attainment. (2) What are the factors
affecting the reading ability of primary pupils in terms of the following? (a) environmental
factor; (b)pupil factor; (c) family factor and (d) teacher factor (3) Is there a significant
difference on the factors as perceived by the respondents when grouped by profile?
Hypothesis: There is no significant difference on the factors as perceived by the
respondents when grouped by profile?
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Summary of Findings
From the findings of this research, it became evident that the Factors affecting the
reading ability of primary pupils as observed by the teachers of selected schools in
Buenavista District.
District I. Majority of the respondents as to their sex, were male with the total of
11 respondents which are 27.5% and the female with the total of 29 respondents which are
72.5%. This revealed that the majority of the respondents were female. Most of the
respondents belonged to age group of 20-30 with the frequency of 52.5 of the
respondents. Majority of the respondents are college degree with the frequency of 22
having percentage of 55.
District II. Majority of the respondents as to their sex, were male with the total of
2 respondents which are 5% and the female with the total of 38 respondents which are
95%. This revealed that the majority of the respondents were female. Most of the
respondents belonged to age group of 20-30 with the frequency of 13 or 32.5 of the
respondents. And the last group would be the age group of 51-60 with the frequency of 7 or
17.5% of the respondents. Most of the respondents are college degree with the frequency of
22 having percentage of 55 while college degree with units M.A with the frequency of 16
or 40 percent and the lowest is M.A graduate of the frequency of 2 or 5 percentage.
District I. It can be gleamed that most of the respondents in District I are choose
the environment is safe and secure having weighted mean of 4.45. Most of the respondents
are choose pupils are always attending classes having weighted mean of 4.12. The highest
is parents need to involve themselves in school related activities having weighted mean of
4.12. And last reveals that the show love and care for his pupils having weighted mean of
4.7
District II. It can be gleamed that most of the respondents in District II are
choose the environment is a child friendly having weighted mean of 4.8. Most of the
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respondents are choose pupils are always attending classes having weighted mean of 4.27.
the result in family factor is parents need to involve themselves in school related activities
having weighted mean of 4.12. For the teachers’ factor the most dominated questions is
monitors pupil’s strength and weaknesses having weighted mean of 4.9.
III. Significant difference on the factors as perceived by the respondents when group
by profile.
According to Allen (2020) Overall, there was no consistent pattern between the
differences in average transportation times and average reading performance for rural and
urban jurisdictions. Using Anova, the null hypothesis has been rejected because, the
computed value is greater than tabulated value. So alternative hypothesis is now used, there
is as significant difference on the factors as perceived by the respondents when grouped by
profile.
Conclusions
From district 1 the respondent age ranges from 20-30 while district 2 respondents
age ranges from 31-40.
The respondents from district 1 were all college degree holder while district 2
respondents were college degree with units in M.A.
2. The environment was safe and secure for the primary pupils that helped pupils
learned peacefully.
Cooperation was observed with the teachers and parents in monitoring pupil’s
strength and weaknesses.
Recommendations
1. Administrators, may maintain the environmental safety of the school in order for
the pupils to learn and read peacefully.
2. Parents may monitor the academic performance and reading ability and pupils
activity in school.
3. Teachers, may render more care and love for their pupils in order for them to be
more motivated to learn and read.
4. Pupils, may sustain their perfect attendance in order for them not to skip other
lessons.
5. Future Researchers, may conduct a parallel study using a large population for
stronger evidences and result.
BIBLIOGRAPHY
BOOKS
Garcia, et. Al (2011) Research Simplified Guide to Thesis Writing (First Edition)
JOURNALS
Clarise R. (2011) Beliefs about Reading, Metacognitive Reading Strategies and Text
Comprehension among College Students in a Private University
https://www.philippine-esl-journal.com/wp-content/uploads/2014/01/V7-
A2.pdf
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ONLINE REFERENCES
Duepas. T (2016) The Relation between Reading Skills and Eye Movement Patterns in
Adolescent Readers: Evidence from a Regular Orthography
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4699816/
Monica C. (2011) Brains of blind people reading in Braille show activity in same area
that lights up when sighted readers read
https://www.sciencedaily.com/releases/2011/02/110217124903.htm
APPENDICES
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Sir:
Greetings:
I understand that as a researcher, I have the responsibility to uphold the ethics in research
such as the anonymity of the respondents and that the consent of the respondents shall be
sought.
Thank you!
Respectfully yours,
Noted: Approved:
ISABELITA E. DE TORRES
Research Adviser SGD. DR. ISIDRO P. DELOS REYES
February 06,2020
Sir:
Greetings:
I understand that as a researcher, I have the responsibility to uphold the ethics in research
such as the anonymity of the respondents and that the consent of the respondents shall be
sought.
Thank you!
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Respectfully yours,
LISTANA MARYJEAN V.
Research Student
Noted:
Approved:
ISABELITA E. DE TORRES
Research Adviser SGD, LUCIANO EVER C. CALUMNO Ed.D
Questionnaire
Dear Respondent;
Below are the set of information and questions needed, which the researcher
wants to obtain from you as primary teacher in Buenavista Quezon.
Kindly supply the necessary information to the best of your knowledge, your
answer must be based on the actual happening and observation to know the factors
affecting the reading ability of primary pupils in the academic performance
Your cooperation will be of great help in the realization of this research work with
assurance that your name will be treated confidentially.
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Rest assured that you and your data will be treated with utmost confidentiality and
be used solely for this purpose.
THE RESEARCHER
Title of the Study: “Factors affecting the reading ability of primary pupils of
selected school in Buenavista District as observed by the teachers in Buenavista,
Quezon S.Y. 2019-2020.”
Direction: Please answer the following honestly and truthfully by putting check
Sex:
____ male
____ female
Age:
___20-30
___31-40
EASTERN QUEZON COLLEGE
___41-50
___51-60
____College Degree
____College Degree with units in M.A
____M.A Graduate
____Ph.D/Ed. D. Graduate
____others specify
Part II- The observation of the respondents concerning about the factors affecting the
Direction: Please put a check mark (/) in the appropriate column that
3 – Agree (A)
2 – Disagree (D)
INDICATORS 5 4 3 2 1
a. Environmental factor
b. Pupil factor
d. Teacher Factor
Teacher…
1. provides reading activities for reading.
CERTIFICATION
Quezon College, Inc., Gumaca, Quezon with the title “Factors Affecting the
CERTIFICATION
College, Inc., Gumaca, Quezon with the title “Factors Affecting the Reading
CURRICULUM
EASTERN QUEZON COLLEGE
VITAE
ANNOVA COMPUTATION
EASTERN QUEZON COLLEGE
EASTERN QUEZON COLLEGE
Objection
I want to have a job so that I can save money for my family, to gain more working
experiences and grow as an individual, and to nurture my skills and be a part of the company’s
success.
Personal Information
Nickname: emjeay
Age: 23 years old
Gender: Male
Date of Birth: November 27,1996
EASTERN QUEZON COLLEGE
Educational Attainment
Working Experience
Place: Buenavista,Quezon
Position: Cashier
Date: 2015
Skills:
Computer Assistant
Flexible
Fast learner
Hard working
EASTERN QUEZON COLLEGE
Maryjean V. Listana