Thesis proposal presentation

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THE LEVELS OF READING COMPETENCY AND ITS INFLUENCE ON THE ACADEMIC ACHIEVEMENTS OF GRADE 8 STUDENTS UNDER THE K TO 12 CURRICULUM OF MOLUGAN NATIONAL HIGH SCHOOL, EL SALVADOR CITY DIVISION FOR THE SCHOOL YEAR 2013-2014

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Transcript of Thesis proposal presentation

  • 1. Reading is the ability to recognize words and its corresponding sounds. Unlike speaking, reading is not something that every individual learns to do. A huge amount of time ,money, and effort should be spent in teaching reading(Nunan 2009). Reading is a conscious and unconscious thinking process. The reader applies many strategies to reconstruct the meaning that the author is assumed to have intended(Mikulecky,2008). Reading is one of the basic skills one should master; its a prerequisite for one to gain higher skills.

2. Comprehension on the other hand is an act of or capacity for grasping with the intellect (Webster Dictionary).While most students recognize some letters, words, and sounds, most of them fail to grasp the message of words they are reading. This was noted by Tytler (2010) if the reading material is written in a language which the student is in the process of learning, his comprehension will be limited. If the knowledge of the vocabulary is only basic and he speaks in a halting manner, it will have a negative effect on his comprehension of reading material. This is the primary problem language teachers encounter with their students, especially in the public schools . Filipino students as Second-Language English learners should gain proficiency in English to become more competitive. Advocates of a strong English-as-medium of instruction policy have proposed that Filipinos will best gain English proficiency if the formal educational system uses English as the exclusive language of instruction for all subjects, or learning areas, except for Filipino(Bernardo,2009). 3. According to Marquez(2009),reading is viewed as speech. Thus a child must possess both the aural skills and oral vocabulary to read successfully. He further stated that schools should view a more behaviorist view of language than that of a constructivist approach (Marquez,2009).Furthermore, Tytler(2010) stated that a student should first be fluent in the spoken language before he attempts to understand any but very basic literature. 4. The department of Education implemented the K to 12 curriculum, which is line with the United Nations Millennium Development Goals, which is to promote achievement of universal primary education through Education for All (EFA) movement and global literacy, implemented plenty of programs that will help the learner develop their reading skills. Summer reading camp and project D.E.A.R. are programs implemented by DepEd to strengthen the reading skills of the students and to remediate the slow readers. The Philippines signed the United Nations-sponsored Millennium Development Goals (MDG). These goals are targets which are to be met by 2015. For education, the MDG is that every child completes elementary education (Grade 6). The Philippines is not meeting this goal. Sadly, it is not even making any progress at all. For every 100 students enrolled in Grade 1, to meet the MDG, 100 students should graduate from Grade 6. In 2000, only 66 students of the original 100 graduated from Grade 6(Honeyman,2014). According to the United Nations, there are 123 million youth globally which (aged 15 to 24) lack basic reading and writing skills. 61 per cent of them are young women(un.org,2013). 5. Conceptual Framework of the Study The Objective of this study is to find out the relationship between a students reading competency level and the academic performance in English, if reading competency plays a big factor in the students academic performance. The researcher believed that not all students who belong to the beginning level are slow readers as the English language is divided into different competency. In the K to 12 curriculum, English language is divided into the following competencies, reading, speaking, listening, writing, literarture, grammar, and viewing. 6. Language reading comprehension can be a problematic process and that many learners experience considerable difficulties in developing their expertise in reading. The reasons for this are numerous and include issues with first language reading ability, low level decoding skills, lack of cultural knowledge of the material, lack of motivation to learn, lack of diversity in teaching materials, over- dependence on the teacher and a concomitant lack of learner autonomy, lack of opportunities to read and inadequate exposure to reading materials. Classroom pedagogies can also impact on reading(Chomchaiya and Dunworth,2008). The student needs experience in an area, before he can fully grasp the significance of an article or book on a specific topic. (Tytler,2010). 7. In a 2007 interview about the reason for below mastery levels in the National Achievement Test(NAT), Dr. Yolanda Quijano, head of the DepEds Bureau of Elementary Education, attributed reading problems as the main culprit for the poor performance of some students in the NAT(The Philippine Star,2010). The Philippines is among the many nations that have reformed their curricula to improve basic education and to meet the challenges of the 21st century(Plata,2011). 8. Though we are one of the best English-speakers in Asia, but English is only used as a second language and hence,according to Mickulecky(2008) The reader applies many strategies to reconstruct the meaning that the author is assumed to have intended. The reader does this by comparing Readers first language and mental schemata, however, determine what they notice in a text and how they apply the mental schemata to that information, and second language readers mental schemata are based on their first language and cultural background. This means that what second-language readers notice in the text and how they interpret it will vary due to differing expectations about language structure and cultural attitudes toward literacy(Mikulecky,2008). 9. Schematic Presentation of the Study Independent Variable: Reading Comprehension: * Noting Details *Getting the Main Idea * Organizing Idea *Outlining *Summarizing Dependent Variable Levels of Academic Achievement in English 90-above - Advance (A) 85-89 - Proficient (P) 80-84 - Approaching Proficiency (AP) 75-79 - Developing (D) 74-below - Beginning(B) 10. Statement of the Problem This study aims to determine the different languages used as a medium of instruction and its effect on the grade 8 students of Molugan National High School during the School Year 2014-2015, specifically it seeks to answer the following questions: 11. 1. How competent are grade 8 students base on the following reading skills Reading Comprehension a.1. noting details a.2. getting the main idea a.3. organizing idea a.4. outlining a.5. summarizing 12. 2. What are the levels of the academic achievements of the respondents? 90-above - Advance (A) 85-89 - Proficient (P) 80-84 - Approaching Proficiency (AP) 75-79 - Developing (D) 74-below - Beginning(B) 13. 3. Is there a significant relationship between the students academic performance in English and their reading competency? 14. Significance of the Study The Researcher believe that this study will not only yield a data that will be helpful to him, his students, teachers, school reading coordinators, parents, Administrators, LGUs, future researches, supervisors, and superintendents. 15. Students. This study may provide clues in understanding the obstacles that hinder the students from becoming an effective reader, and will serve as a guide in developing their least mastered language. Teachers. The findings of this study will greatly help the teacher in the formulating their activities to suit the students need in developing their reading skills, and this will also help the teacher in formulating an approach in handling the slow-readers/non-readers. 16. School Reading Coordinators. The findings of this study will serve as a guide in choosing the proper reading materials that will help the developing readers in becoming an independent readers, this will also serve as a guide in formulating an effective approach in reading remediation. Parents. The result of this study will give the parents an understanding of the learners reading development, will help them in assisting the students needs in developing their reading skills, and will foster a strong teacher-parent cooperation. 17. Administrators. The finding of the study may serve as a guide for administrators in planning an activities that will help improve the students performance in reading and in the National Achievement Test. It will also guide them in procuring reading materials that will be effective in developing the students reading skills. Local Government Unit. The findings of this study will serve as a guide in allotment of budget for the procurement of materials that will greatly help the students literary skills. 18. Researchers. The findings of this research will guide the future researchers on the linguistic problems that individual students encounter in reading, and it will pave way for more research on the field of applied linguistics and sociolinguistics and its direct effect on the acquisition of language. Supervisors. The result this research will be a basis for the supervisors to conduct seminars that will enhance the reading teachers performance. It will also serve as a guide to develop an effective reading program and resources. Schools Division Superintendents. The findings may serve as a guide for Schools Division Superintendent in planning a reading program that will help the schools with low performance in reading comprehension. 19. Scope and Limitation of the Study This study will primarily focus on the reading competency and its effect on the academic achievement of grade 8 students in Molugan National High School, Division of El Salvador City for the School Year 2013-2014. The Scope of this study will only be limited the ten percent of the total 346 grade 8 students who are currently enrolled in Molugan National High School, Division of El Salvador City for the school Year 2013-2014. The Respondents will be asked to accomplish a set of questionnaire.The Questionnaire that will be used to measure the reading competency of the students is a reading comprehension questionnaire adapted from the work Rhodelia P. Copino. It will measure the students reading ability in terms of Noting Details, Getting the Main Idea, Organizing Idea, Outlining, and Summarizing. The teacher will use the respondents form 138 A to measure their academic achievement. 20. Definition of Terms Reading Comprehension - is the process of grasping the message of a particular text and interpreting its meaning. Vocabulary refers to the collection of words of the reader can decode. Proficient - refers to the mastery of a particular skill, this may also refer to students who are advance in reading and was able to achieve high score in the given reading comprehension test. Grade 8- refers to the respondents of the research Form 138 A - refers to a DepEd form that reveals the respondents academic performance from the first to the fourth quarter. K to 12 Refers to the newly implemented curriculum by the Philippine Government which requires the students to undergo kindergarten education before entering elementary education and adds an additional two years in high school education. 21. Metacognition is the strategy used by Non-English speakers to decode or interpret foreign words and base it on their experience. Semantic a branch of linguistics that deals with the study of the meaning of a particular word or groups of words. Independent Readers is a classification of a reader that can read without the direct supervision of a teacher. Filipino refers to the local language used by the respondents of the research. This language is also used in school as medium of instruction in some class. This may also refer to the nationality of the learner. Second Language refers to an acquired language, a language that is a main language of the respondents locality. 22. Review of Related Literatures and Studies in Foreign Setting Learning a language is one of the complex processes a human has to undergo, it is a systematic set of sounds with a set of rules, for the purpose of creating meaning and communicating(Neuliep,2008). Upon the acquisition of language, one should also develop a reading skill. Reading is a prerequisite to different language skills. Being an effective reader, one should comprehend the text he/she is reading. Reading comprehension requires many different skills. It involves understanding of the words, seeing relationships among words and concepts, organizing ideas, evaluating the context, and making judgment of the message(Caballero,2013). 23. According to Nunan(2009), context plays a very important role to reading, it helps the reader in predicting the meaning of an upcoming word. Furthermore he stated that readers who are reading for meaning generate miscues that make sense semantically. A reader would substitute a particular word without damaging the whole ideas of the sentence. For example, a person might read It was a hot, sunny day, when the original text It was bright, sunny day. 24. In a research conducted by Chomchaiya and Dunworth(2008), The connection between reading and the development of English language proficiency more generally was one which was frequently observed, and appeared to be a factor that motivated their desire to read. Students appreciate reading if they can relate the context of the text to their experience. Furthermore they pointed out that participants felt discouraged when confronted by texts which contained too much vocabulary that was unfamiliar or had not been internalized, even if it had been previously presented to them in their classes. 25. According to a research conducted by Cekiso(2012) he pointed out that a well-developed reading strategy instruction programme can have a strong positive effect on the ESL learners reading comprehension and reading strategies development. In other words, A readers reading comprehension skill can greatly improve if a proper intervention is conducted. The learners in the experimental group improved their performance in the comprehension test significantly after the intervention, whereas the learners in the control group did not improve their performance on the comprehension test The results of the research indicate that reading strategy instruction can and does make a contribution in increasing the reading comprehension and reading strategy choice. 26. Gillispie(2008) argued that children with specific reading comprehension deficit (SRCD)have higher level processing deficits, specifically semantic processing deficits. And according to Moges(2011)students vocabulary and grammar knowledge were seen as serious factors that cause comprehension problem.Limited vocabulary knowledge is more likely to affect students comprehension. Unless one has strong word power,he/she is likely to be limited in understanding texts. 27. Middendorf(2013) acknowledge the powerful effect of midline crossing towards the development of the childrens reading skill. She stated that being able to cross the midline of ones own body (perform a cross lateral) is an important developmental milestone. Most children who cannot effortlessly cross the midline of their body with an arm or leg from the other side of the body will struggle with learning to read. Reading is a complex process that involves seamless communication between both hemispheres of the brain. The left hemisphere decodes words and the right puts meaning and emotions into it. Middendorf(2013) pointed that, efficient readers must visually cross the midline of the page as they track from left to right and from top to bottom. A child who is unable to cross extremities of his or her body over the midline will very likely struggle with tracking print. 28. Slavin et.al.(2009) stated in his studies that metacognition is important in treading. The use of metacognitive strategies is related to age and experience. By middle school, successful readers will have developed enough background knowledge, vocabulary, and experience with both narrative and expository text to take the next step in their reading development. Skilled readers develop the thinking skills necessary to grapple with the difficult text presented in content-area classes, and to acquire the study skills needed to store, retrieve, and use information after they achieve comprehension. 29. Erten and Razi(2009) acknowledge the positive effect of background knowledge and cultural familiarity on reading comprehension. They maintained that that the students who read the nativized version of the story possessed relevant cultural background knowledge, which reduced the cognitive load imposed by the complex reading procedures. Students can comprehend well if they can relate their cultural background to a reading selection. Furthermore, they pointed out that the students find it difficult to create mental representations of the unfamiliar context, which prevented the economical use of attentional resources. 30. Reading is about noting details, getting the main idea, organizing idea,outlining, and summarizing. Noting Details is finding out what the text is about(Mikulecky,2008) and extract some important information. Anh(2010) argues that Teachers must focus mostly on noting details in reading material in order to provide significant information about the text. It is concluded in her research that the respondents got the lowest points in Noting details. It means that they had some difficulties in Noting details. Outlining is an effective tool in teaching reading. It was noted that there was significant difference in grade of reading test achieved by the students after they had been taught by using outlining technique. Based on the result, the use of outlining could be an effective technique to improve students reading comprehension(Perpus,2012). 31. Summarizing is the process of shortening a material by retaining and re-stating main ideas and leaving out details(Mikulecky,2008). Students with low reading comprehension do not spend enough time on writing the summary. Analyzed in terms of relating to the subject, student summaries were found not to appropriately capture the main concepts and ideas of the text(Kirmizi and Akkaya,2011). Furthermore Kirmizi and Akkaya(2011) stated that in their research, when the summaries were evaluated in terms of the code rewriting the main idea in students own words, it was found that the main idea paragraph at the end of the text was not expressed properly. It may thus be concluded that the students were not competent in identifying the main idea of the text. This competence indeed lies at the heart of text comprehension. 32. Review of Related Literatures and Studies in Local Setting English has always been a part of our educational curriculum, we train students to be competitive in the global market. The academics, policy makers, and policy implementers are trying to involve themselves in both drafting and implementation of language related policies, they recognize the importance of English in the Filipino society (Borlongan,2011). 33. Intrinsic motivation is one way that could affect the students learning and language skill development, especially on reading(Lucas et.al.,2011).They noted that freshman students are intrinsically motivated to learn specific language skills such as reading and speaking in Second Language, because they use it in conversation with their peers or as a requirement in a classroom. Intrinsically motivated students appreciate learning English as a Second Language as it would be their key to success in possible future employment(Lucas et.al.,2011). 34. In the study conducted by Mojica(2011), she concluded that gender plays a vital role in the usage of language, particularly Filipino. Males are associated with indecent languages and females are identified with Taglish(Tagalog-English) language. Rivera(2010) refuted this claim. According to her, gender and educational attainment of parents do not affect the reading comprehension skills of the students. Furthermore, Rivera(2010)stated that its the attitude towards reading, language preference among respondents, the parental follow-up and teachers characteristics are important factors in enhancing the reading comprehension of the students 35. As a Filipino we are immersed by different languages. According to McFarland(2009), there are over one hundred distinct languages in the Philippines. Furthermore he adds that the variations of these languages are so different from one another that the speaker of one languages does not understand communication in one of the other languages. Media and society play a vital role in vocabulary learning, which is basic in reading comprehension 36. In the study conducted by Miciano(2011), It was observed that Filipino Students are good at reading for details but poor in reading for main ideas.Reading for details is a lower skill because details are explicit in the text and is not a challenge in the readers imagination and cognition. Furthermore, Miciano(2011), stated that the students weakness in identifying the main idea suggests they do not have enough knowledge in abstraction or in expressing them. Reading is a very important macro skill in English but according to Lucas et.al. (2011), it is also the most neglected skill by our students among the macro skills. But a lot of Filipino students are still interested in reading. Social Networks such as Facebook, Twitter, multiply, and myspace can stimulate their desire to read and can be a helpful tool that might motivate the students to read and use English as communicative language (Lucas et.al.,2011). 37. Cayubit(2012), argued that reading has two components, vocabulary and reading comprehension. It is also a valid and reliable instrument that can measure reading skills. Cayubit (2012) also stated that Filipino readers can do more if the items are in Filipino. In a study conducted by Abeberese et.al(2012). Incentive can be a powerful factor that motivate the children to read, students under the Sisikat sa aklat Reading Program were given an incentive to read through the 31-day Read-A- Thon. During the read-a-thon, the program significantly increases the propensity of children to read, causing 20 percent more children to have read a book in the last week at school and increasing the number of books read by 2.3 in the last week and 7.2 in the last month. The program also increased students scores on a reading assessment, causing students scores to improve by 0.13 standard deviations immediately after the program. 38. Tabudlong et.al(2012) argued that students who perform well in a cognitive test will also perform well in a reading comprehension test.furthermore, in her study, respondents who were high scorers in the cognitive skills test continued to be high scorers in the reading comprehension test, those 266 who were middle scorers in the cognitive skills test continued to be middle scorers in the reading comprehension test and those who were low scorers in the cognitive skills test continued to be low scorers in the reading comprehension test. Meaning, there is high consistency in the respondents performances in the two tests. 39. According to Aquino(2012), in teaching English as a second language, one should not disregard the influence in the bilingual literacy. Bilingual Literacy is promoted by DepEd through the Mother Tongue Base-Multi-Lingual Experience(MTB-MLE).The bilingual literacy program used in her study is only one of the many ways by which such a program can be implemented. The two- day a week exposure to each language (i.e., Filipino on Monday and Tuesday, English on Wednesday and Thursday) apparently is not an effective way to implement a bilingual program judging by the relatively unremarkable performance of the BL group compared to that of the two monolingual groups. Results suggest a need to provide students daily instruction in both languages for bilingual instruction to be effective. Furthermore Aquino(2012) encouraged the policy-makers and educators to invest in mother tongue based instruction. 40. Research Design The study will use the descriptive method of research in order to obtain valuable data from the respondents. The descriptive method deals with what is designed for the investigator to gather information about the present conditions, status, or trend, and dealing with what are prevailing (Adanza et.al. 2009). A set of a adapted questionnaire from the research of Copino(2001) will be used in order to measure the reading comprehension level of the students. The questionnaire will measure the reading compentency level of the respondents, base on noting details, getting the main idea, organizing idea, outlining, and summarizing. The researcher will access the students form 138 A with a permission from the school principal and the respondents adviser. 41. Research Locale The study was conducted in Molugan National High School, located at Molugan, El Salvador City, A newly created city found in the province of Misamis Oriental. Known as the city of the Savior, El Salvador is a bustling industrial city with several plants and factories. It is where the towering Divine Mercy Shrine is located where it attracts thousands Divine Mercy devotees a year. The City has 15 Baranggays, has a household number of 10,381 and has 22 schools, which there are 4 private schools, 15 public elementary schools, and 3 public secondary schools. As one of the newly created city, it also has its own independent DepEd division, which severed its ties from the Division of Misamis Oriental last 2012. 42. Molugan National High School Molugan National High School, is a school which stood up to its reputation as a school with a strong teaching force. Built in 2008 it has become the fastest growing school in Misamis Oriental with a starting population of 267 in school year 2008-2009, and 1,243 in school year 2013-2014, the school also has 42 teaching personnel and 6 non-teaching personnel. It was built through the effort of the former provincial governor Oscar S. Moreno and the Baranggay Captain of Molugan, Virgilio Cumba, the school was established on 2008 43. Province of Misamis Oriental 44. The Respondents of the Study A set of questionnaire will be given to 34 randomly selected grade 8 students of Molugan National High School base on school year 2012-2013. This 34 randomly selected students will represent the ten percent of the total 346 grade 8 students of Molugan National High School. 45. The Research Tool The researcher will use a close-ended questionnaire adapted from the questionnaire of Copino(2001) on measuring the reading comprehension of the respondents. The first questionnaire a reading comprehension test, it consist of 48 items in which the following reading skills are measured: noting details(10 items), getting the main idea(10 items), organizing idea (10 items), and outlining(10 items). In measuring the students academic performance, the researcher will secure a copy of the respondents form 138 A through the permission of the school principal and the respondents classroom adviser. 46. The Research Procedure A letter of permission will be handed to Dr. Cora T. Asa, the Officer in Charge of the office of the Schools Division Superintendent, and Dr. Lorna H. Estrosas, the School Prinicipal of Molugan National High School upon gathering the data and the usage of the classroom where the test will be conducted. The researcher will ask the permission of the classroom adviser to allow the selected student to take the test. Upon the approval, the researcher will gather the respondents in a particular room then discussed the procedure in answering the questionnaire. The questionnaire will be given to the respondents and they are given an hour to answer to finish. Answer sheets are provided by the researcher. 47. After administering the exam, the researcher will collect the questionnaires from the students and will properly examine it. The data that will be gathered will then be organized and analyzed. In measuring the students level of academic performance, the researcher will obtain a copy of form 138A by asking permission from the principal,the respondents classroom adviser, and the respondents English teacher. The data be analyzed and will be ranked. 48. Statistical Tools Used in Data Analysis According to Copino(2001), Problem one can be answered by computing the mean scores. The scores in each area was converted to percent scores by dividing the mean by the total number of items. The results was placed in a scale of five with twenty intervals from excellent to poor. Levels of competence Score Interval Excellent -----------------------------------------------------------81%-100% Above Average ---------------------------------------------------61%-80% Average ------------------------------------------------------------41%-60% Below Average ---------------------------------------------------21%-40% Poor -----------------------------------------------------------------20% and below Courtesy of Rhodelia P. Copino 49. In problem number two, a copy of the students 138A will be used to obtain the data. The problem will be answered by getting the average mean of their total academic performance from first grading to fourth grading in English. Their grade will then be ranked based to the guidelines given by the Department of Education. 90-above - Advance (A) 85-89 - Proficient (P) 80-84 - Approaching Proficiency (AP) 75-79 - Developing (D) 74-below - Beginning(B) 50. Levels of Performance Number of Respondents Advance Proficient Approaching Proficiency Developing Beginning Total 51. To answer problem number three , the Pearson r correlation coefficient will be used in order to determine the relationship of languages towards the reading comprehension of the students. The formula of the Pearson r correlation coefficient: 52. Where: r = the Pearson r correlation coefficient x = English reading comprehension test results y = Filipino reading comprehension test results xy = The summation of the products of x and y x = the sum of the score obtained by the students in the English reading comprehension test results. y = the sum of the score obtained by the students in the Filipino reading comprehension test results. x2 = the square of summation of x y2 = the square of the summation of y n = the number of tests