Immaculate Conception College of Balayan, Inc.
College Department- PACUCOA ACCREDITED
Augustinian Recollect Sisters
Plaza Mabini, Balayan 4213 Batangas, Philippines 1
Website: www.iccbalayan.edu.ph; E-mail:
[email protected]ENRICH STRATEGY: AID IN ENHANCING READING COMPREHENSION
OF GRADE 11 HUMSS STUDENTS
PRESENTED BY:
Bugtong, Mark Laurence T.
Endozo, Joyce Ann A.
Garcia, Genalyn H.
Manalo, Karla Marie P.
Tabilog, Jennica S.
Tormes, Donna Marie
BSED III – ENGLISH MAJOR
A.Y. 2023-2024
Immaculate Conception College of Balayan, Inc.
College Department- PACUCOA ACCREDITED
Augustinian Recollect Sisters
Plaza Mabini, Balayan 4213 Batangas, Philippines 2
Website: www.iccbalayan.edu.ph; E-mail: [email protected]
CHAPTER I
RESEARCH PROBLEMS AND ITS BACKGROUND
This chapter presents the background of the study, statement of
objectives and problems, and the significance of the study. It also includes the
scope, delimitation and limitation of the study, conceptual framework, definition
of terms, and organization of the study.
Introduction
The development of students’ reading abilities is one of the main goals
of education. As stated by Ayu (2021), reading is considered as an important
aspect in written communications in which commonly used as formal
communication particularly for students at a higher level of education. Through
reading, it can help students learn English. Moreover, in language teaching,
the student’s become engage and participate in the classroom by interactively
taught reading. However, reading comprehension is the ability to process
information that appears in text in order to develop meaning (Seymour, 2017).
According to Gunobgunob (2019), even there are learners who are good
readers, there are still Filipino learners who have poor reading comprehension
and face significant problems in terms of reading. In addition, through reading
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[email protected]strategy, it can help improves the reading skills of the students with reading
disabilities and those who struggle with reading.
Engaging Notions for Reading Improvement and Comprehension
Heightening (ENRICH) is a strategy in a form of intervention that aimed at
addressing the challenges faced by learners in reading. By implementing
innovative strategy and tailored intervention, ENRICH seeks to enhance
students’ reading skills and comprehension efficiency. Using intervention, it
could help students develop critical thinking skills and ultimately become more
effective readers. Furthermore, this strategy seeks to empower students to
confidently engage with various types of texts and extract meaning from them.
The information given above shows a detailed overview about the
relationship between reading comprehension ability among students and
reading strategy. It recognizes the importance of reading in academic
achievement and the problems that Filipino learners face in reading. Moreover,
this study aims to know the effects of ENRICH Strategy and the level of
effectiveness of the strategy to the students’ reading comprehension and this
study aims to address the gap in research regarding the association between
reading strategy and reading comprehension ability. It seeks to contribute
valuable insights to the existing body of knowledge and field of education.
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[email protected]Research Framework
Figure 1. ENRICH Strategy as an Aid in Enhancing Reading Comprehension
of Grade 11 HUMSS Students
READING
11 HUMSS STUDENTS
COMPREHENSION
ENRICH STRATEGY
Research Paradigm
The paradigm above shows the ENRICH Strategy as an aid in
enhancing the reading comprehension of Grade 11 HUMSS students. The
focal point in this study is to know the effects of ENRICH Strategy and the level
of effectiveness of the strategy to the students’ reading comprehension.
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[email protected]Statement of Objectives and Problems
This study aims to know the effects of ENRICH Strategy and the level of
effectiveness of the strategy to the students’ reading comprehension.
Specifically, it aims to answer the following questions:
1. What is the level of reading comprehension of Grade 11 HUMSS
students in terms of:
1.1 Pre-reading
1.2 Post-reading
2. How does ENRICH Strategy improved the reading comprehension of
Grade 11 HUMSS students?
3. Is there any significant difference/relationship between the pre-test and
post-test?
4. How can ENRICH Strategy be improved?
Research Hypothesis
Null Hypothesis. The ENRICH Strategy has no significant relationship
to the reading comprehension of Grade 11 HUMSS students.
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[email protected]Scope, Delimitation and Limitation of the Study
The researchers of this study aims to know the effects of ENRICH
Strategy and the level of effectiveness of the strategy to the students’ reading
comprehension particularly the Grade 11 HUMSS in Immaculate Conception
College of Balayan, Inc., A.Y. 2023-2024. Moreover, this study seeks to
measure the level of reading comprehension in terms of pre-test and post-test.
However, the researchers will not include the impact of ENRICH
Strategy to the speaking and listening comprehension of the students, the
study will only know the effectiveness of ENRICH Strategy as an aid in
enhancing the reading comprehension of Grade 11 HUMSS students.
This study was solely limited to Grade 11 HUMSS students of
Immaculate Conception College of Balayan, Inc., A.Y. 2023-2024. Any data
that is not specified will not be included. In addition, the researchers of the
study will use quasi-experimental research under quantitative to gather
information. The response of the selected respondents will be gathered by
means of pre-test and post-test.
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[email protected]Significance of the Study
This research aims to give full understanding to the ENRICH as a
strategy in helping students improve their reading comprehension. The
research study would be beneficial for the following:
To the Students. The study's findings can directly help students by potentially
improving their reading comprehension skills. This can lead to better academic
performance, increased confidence in reading, and a more positive attitude
towards learning.
To the Teachers. Understanding ENRICH Strategy can help teachers
enhance their teaching strategies and improve student outcomes. It can
provide them with evidence-based practices that they can implement in their
classrooms to better support students' reading comprehension development.
To the School Administrators. School administrators can benefit from the
study's findings by gaining insights into effective reading comprehension
interventions. This can inform decision-making related to curriculum
development, resource allocation, and professional development for teachers.
To the Researchers. For researchers conducting the study, the significance
lies in contributing to the body of knowledge on reading comprehension
interventions. Their findings can inform educational policy and practice,
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outcomes for students.
To the Future Researchers. The study can serve as a foundation for future
research on reading comprehension interventions. It can guide researchers in
designing studies to further investigate ENRICH Strategy, leading to
continuous improvement in educational practices.
Definition of Terms
This part consist the definition of terms found in the present study. The
words included in this part were the frequently used and unfamiliar words.
Academic Achievement. The amount of academic content a student learns in
a specific time period (Carter, 2023). As use in this study, it acknowledges the
challenges that students encounter in reading as well as the significance of
reading for academic success.
Critical Thinking Skills. This evaluates information carefully, understand
other people's perspectives, and make better decisions in complex situations
(Patandung, 2023). As use in this study, critical thinking skills employs various
strategies to enhance comprehension, interpretation, and engagement with
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development.
Intervention. A strategy designed to measure gaps in an individual student’s
learning (Hatten, 2023). As use in this study, through intervention, students can
learn how to think critically and eventually become proficient readers.
Reading Comprehension. The ability to process information that appears in
texts in order to develop meaning (Seymour, 2017). As use in this study,
reading comprehension is the ability to understand and engage with written
materials through innovative strategies.
Reading Strategy. Reading strategies are flexible tools deigned to help
facilitate text comprehension (Jackson, 2023). As use in this study, reading
strategy is a strategy for enhancing students’ understanding and interpreting of
text.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents different studies regarding the strategy as an aid
in enhancing reading comprehension.
Reading Strategy in the Context of Education
Teachers play an essential role in facilitating learners to improve their
reading skills. In fact, the challenge of teaching reading comprehension
remains a significant issue for teachers as most reading facilitators commonly
utilize conventional teaching methods. The instructional strategies a teacher
employed sometimes caused problems in the students' performance. Teachers
indeed, hold a critical role in learners' reading competence. According to
Casing (2019), low reading performance can sometimes result from ineffective
teaching by an ineffective teacher. However, most of the previous studies focus
solely on a single-strategic intervention. Teachers must incorporate multiple
active learning strategies to improve every learner's understanding and provide
various tasks for better understanding. Teaching children to read with
combined reading comprehension strategies has been shown to significantly
improve children's reading proficiency (Cooter, 2019). Such strategies include
guessing from context, defining expectations, making assumptions about the
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reading strategies must be put into consideration. It is necessary to explore
various reading strategies and not merely spoon-feed the information directly
to the students; instead, generate ideas to reinforce and manage the reading
material and facilitate comprehension effectively. With the aforesaid pressing
matter, students' problems with reading comprehension can be solved by
employing a variety of reading strategies.
Reading Comprehension
Reading is a process of simultaneously extracting and constructing
meaning through interaction and involvement with written language that
consists of three elements: the reader, the text, and the activity or purpose of
reading. This is the interaction that students need to do in reading texts (Snow,
2014). Moreover, reading comprehension is a process in which information
from the text and the knowledge possessed by readers act together to
construct a meaning that could be understood by the readers. Without
comprehension, reading is meaningless and useless. Furthermore, Binder,
Cote, Lee, et.al (2018) said that, reading comprehension involves
understanding the vocabulary, seeing relationship among words and concepts,
organizing ideas, recognizing the author’s purpose and intention, evaluating
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reading comprehension is an extraordinary feat of balancing and coordinating
many abilities in a very complex and rapid set of processes that makes
comprehension a seemingly effortless and enjoyable activity for fluent readers.
According to Aprilia (2015), the essence of reading comprehension
understands all information delivered by the writer. It requires students' ability
in connecting between words in the texts to get understanding the ideas of the
text and the correlation between the ideas conveyed in the text. Therefore,
readers need to connect their background knowledge with the reading text to
comprehend the text well.
Locale Literature
Students’ Level of Reading Comprehension
Reading goes beyond word decoding; comprehension is about
understanding and grasping the written text's meaning. Similarly, PISA results
indicate that the Philippines ranks lowest in reading comprehension among 79
participating countries, signifying challenges for Filipino students. Also, the
DepEd report demonstrates weaknesses in interpreting literal meanings,
identifying primary themes, and connecting nearby information elements.
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[email protected] According to Schleicher (2019), over ten million students aged 15-year-
olds represented by the Program for International Student Assessment (PISA)
in 2018 were not able to complete even the most basic reading tasks, and these
were students from 79 high and middle-income countries who participated in
the test. Moreover, even there are learners who are good readers, there are
still Filipino learners who have poor reading comprehension and face
significant problems in terms of reading. In the Philippines, students with below-
grade-level reading comprehension are twice as likely to drop out as students
with above-grade level. About 85% of children diagnosed with learning
disabilities have major reading and related language skills problems. An
estimated 10% of students have difficulty developing reading comprehension
and require additional support and professional guidance (Abeberese et al.,
2014).
To add ideas, as stated by National Center for Education Statistics
research, 43% of adults with a low reading comprehension and literacy level
lived in poverty. It also shows that people who have an average or high literacy
can break the cycle of poverty because they can have many opportunities to
work full time. Apart from this, one factor why people with low literacy and low
level of reading comprehension struggle to be successful is the social impact.
They have low self-esteem, fear, and powerlessness. Due to these factors,
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persons with low reading comprehension levels cannot perform well at their
jobs or school. Since low-level readers cannot communicate well, there is a
wall between their interaction with the world and they will eventually leave
(Gunn, 2018).
Foreign Literature
Reading Comprehension Level of Students
According to Elleman and Oslund (2019), despite decades of research
in reading comprehension, international and national reading scores indicate
stagnant growth for learners in the United States of America. Similarly, the
results reveal that the average achievement in reading in Australia has
experienced long-term decline as stated by the 2018, Program for International
Student Assessment (PISA). In addition, the study conducted by Jiang (2016)
examined the association between oral reading and level of comprehension in
ESL students with different backgrounds in first language. The findings
suggested that difference first language backgrounds tend to have different
factors that develop reading comprehension as each first language tends to be
orthographically distant from English. However, the reading comprehension
levels of Turkish students are far from the desired level, as highlighted by
international assessments. Furthermore, the finding accords with the result
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language proficiency level of learners have an effect on Saudi EFL learners’
reading performance and vocabulary knowledge. Apart from this, Pretorius and
Klapwijk (2016) declare that despite the fact that much research exists in South
Africa about learners’ low literacy levels, few studies have been conducted that
detail descriptions of instructional practices and what educators are actually
doing in their reading comprehension classrooms. The comprehension level of
students is increased by implementing the related pre–reading activities as the
empirical association between student engagement and reading
comprehension level due to the practice of related pre-reading activities is
proved. Thus, these activities improve the level of engagement among the EFL
students, which eventually increases their level of reading comprehension.
These findings are consistent where the students’ level of comprehension is
increased when they are assigned with pre-reading tasks that develop their
level of engagement and promote critical reflection and understanding of text,
these findings are consistent with the research by Abdelhalim (2017). Also, the
result from Education First English Proficiency Index (EF EPI) (2015) shows
that although there was an increase in number, but Indonesia English
proficiency is still in the 32nd place out of 70 countries, categorized as
moderate level and three points behind the neighboring countries.
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According to DepEd assessments and PISA rankings, the Philippines is
having serious difficulties with reading comprehension, which is supported by
research on education and is demonstrated by the country's low performance.
The challenges that Filipino student encounter are highlighted by Schleicher
(2019), especially in academic environments where there is a persistent lack
of proficiency in drawing conclusions and comprehending word structures.
Furthermore, according to Abeberese et. al. (2014), 10% of pupils struggle
with reading comprehension. For this reason, focused interventions are
necessary. The longer-term effects of low literacy on society, such as the
maintenance of poverty and social exclusion, are further highlighted by Gunn
(2018). Fostering academic excellence and social empowerment in the
Philippines requires addressing these complex issues.
Elleman and Oslund (2019) emphasize the stagnant growth in reading
comprehension scores in the United States, while similar trends in Australia
indicating a sustained decline in reading achievement as stated by 2018
Program for International Student Assessment (PISA). The study conducted by
Jiang (2016), suggests that students with different first language backgrounds
face varied challenges due to orthographic differences, implying the need for
tailored comprehension strategies. Moreover, study found a correlation
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learners, reinforcing the notion that language skills play a pivotal role in
comprehension (Miralpeix and Munoz, 2018). In South Africa, Pretorius and
Klapwijk (2016) lamented the dearth of detailed studies on instructional
practices despite widespread acknowledgment of low literacy levels among
learners. Addressing these challenges requires a multifaceted approach.
Engaging pre-reading activities, as advocated by Abdelhalim (2017), has been
shown to enhance student comprehension levels by fostering engagement and
critical reflection.
Based on their research, according to DepEd assessment and
international assessment, the students emphasize the challenges faced by
students in achieving desirable levels of reading comprehension. These
similarities suggest a common concern regarding reading comprehension
levels among students in different countries. In any case, Pretorius and
Klapwijk, (2016) and & Gunn, (2018) highlight the issue of low literacy levels
and its consequences in different contexts. For same reason, they suggest a
common concern regarding the impact of low literacy levels on individuals and
society.
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CHAPTER III
RESEARCH METHODOLOGY AND PROCEDURES
This chapter describes and discusses the methods that are used by the
researchers in gathering the necessary data and information that will be used
in the entire study. It also presents the research designed used in the study,
the type of research, population and sampling technique, the respondents of
the study, research instruments, validation of instruments, data gathering
procedures, and data analysis.
Research Methods and Design
To attain the objective of the study which is to know the effects of
ENRICH Strategy and the level of effectiveness of the strategy to the students’
reading comprehension. The researchers will use Quasi-Experimental
Research under Quantitative Method.
Quasi-Experimental Research is a quantitative research design that
seeks to determine whether a dependent variable and independent variable
are causally related.
The researchers of the study will also use pre-test and post-test. Pre-
test is done to describe the state of the subject prior to application of treatment.
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On one hand, a post-test is done afterwards to determine how much change is
experienced by the subject due to the treatment or condition given to it.
Population and Sampling Technique
This study will consist of thirty-six (36) Grade 11 Guadalupe students in
the Humanities and Social Sciences (HUMSS) strand who are enrolled in
Immaculate Conception College of Balayan, Inc. for the academic year 2023-
2024. These students were selected using the Purposive Sampling Technique
under Non-probability sampling.
Purposive sampling, sometimes referred to as judgmental sampling, is
a non-probability sampling technique in which sample members are chosen in
accordance with predetermined standards established by the researchers, as
explained by Bhardwaj (2019). Respondents for this study were selected by
observation while following pre-established standards. Real-time results are
produced by this sampling technique since it guarantees that the chosen
respondents will probably provide valuable insights pertinent to the goals of the
study.
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Respondents of the Study
The present study will be limited to thirty-six (36) Grade 11 Guadalupe
students in the Humanities and Social Sciences (HUMSS) strand who are
enrolled in Immaculate Conception College of Balayan, Inc. for the academic
year 2023-2024. These students were selected using the Purposive Sampling
Technique under Non-probability sampling.
Research Instruments
To accomplish the main objective of the research study, the researcher
used three (2) data collection instruments namely: Test, and Survey.
1. Test. Test is considered as a specific procedure or approach that I
used for testing or evaluating.
1.1 Pre-Test. Pre-assessment is done to describe the state of the
subject prior to application of treatment.
1.2 Post-Test. Post-assessment is done afterwards to determine how
much change is experienced by the subject due to the treatment or condition
given to it.
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2. Survey. Survey is a type of data collection instruments in which it is
used to gather information and insights from a predetermined sample.
2.1. Likert Scale. The Likert scale question is a psychometric scale
where questions based on this scale are used in a survey. It is one of the most
widely used question types in a survey. In a Likert scale survey, respondents
don't choose between 'yes/no,' there are specific choices based on 'agreeing'
or 'disagreeing' on a particular survey question (QuestionPro, 2021).
The Table below shows how the collected data was analyzed and
interpreted:
Table 1. Verbal Interpretation of Data
The Table above shows the interpretation of the responses. If the
computed weighted mean is equals to 3.01-4.00 it will be labeled as Strongly
Agree, 2.01-3.00 as Agree, 1.01-2.00 as Disagree, and 0.01 – 1.00 as Strongly
Disagree.
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Validation of Instruments
The questionnaires were validated by a registered Psychometrician.
Revisions will be incorporated for the improvement of the instrument.
Data Gathering Procedures
To achieve and accomplish the goal of the study, different processes
were done by the researchers. Firstly, the researchers of the study sent a
request letter to the participating school for the purpose of the selection of the
respondents. Then, the researchers formulated a possible draft of their reading
indicators and was assessed by their research adviser. After that, it was
remarked to the respondents after the approval of observational tools. While
the researchers applied the reading strategy that will used by the respondents
which are identified through purposive sampling technique, the researchers in
the end will give post-reading test then it was collected and interpreted.
Data Analysis
To interpret the data effectively, the researchers will employ the
following statistical treatments.
1. SOP 1: Mean and Standard Deviation. Mean is the most common
measure of central tendency and refers to the average value of a group
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measurement that is designed to find the disparity between the calculated
mean. It is one of the tools for measuring dispersion (Ayeni, 2014).
2. SOP 2: Weighted Mean. A procedure for combining the means of
two or more groups of different sizes; it takes the sizes of the groups into
account when computing the overall or grand mean (Vogt, 2005).
3. SOP 3: T-test/Pearson R. The t-test is any statistical hypothesis test
in which the test statistics follows a student’s t-distribution under the null
hypothesis. A t-test is most commonly applied when the test statistic would
follow a normal distribution if the value of a scaling term in the test statistic were
known (Tan, 2018).
Ethical Considerations
As part of the ethical consideration of this study, the researchers will
adhere to the code of conduct to observe the respondent’s rights and the
people involved. It was also taken into consideration to guarantee that the study
will successfully carry out in an appropriate way. To guarantee that this study
is conducted in accordance with ethical concerns, letter will be submitted to the
administration’s office. Letters of consent were also sent to teachers and
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serve as a guideline for the research/consent method can be found in Appendix
A. The aim of this study will be well-explained to the respondents as well as the
permission to record the acquired data. The researchers will make every effort
to protect the privacy and safety of the respondents and the people in volved,
including the following:
1. The information would remain confidential, and only the supervisor
would be informed of the distinct and concrete content of individual
questionnaires.
2. The identity of the respondents would be removed, and the
pseudonym given would be kept as part of Republic Act No. 10173 or the Data
Privacy Act.
3. Acknowledging the works of authors use in the study, including
related literature, study, and other basis of the study as mentioned in Republic
Act No. 8293. Despite the respondents’ willingness to participate in the study
after being approached by the researcher, the respondents were informed that
they might withdraw at any time while the data was being collected.
