i

Assessing Reading Fluency of Criminology Students…

Assessing Reading Fluency of Criminology Students in Private School: Foundation for

Effective Teaching Strategies and Student Success

1 2 3, 1 2 3.
Nuqui, Francis Amiel Alvaran, Daniel Saludsod Nogoy, Jed 1 2 3, Reyes, Abdul

Aziz 1 2 3, Tayag, Justine Paul Lagman 1 2 3

Manangan, Arci 1 2 3 4

1
College of Criminal Justice

1
Research Development and Innovation Center

3
Our Lady of Fatima University

A.Y. 2023 – 2024

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Endorsement

Our Lady of Fatima University

San Fernando City Campus

MacArthur Hwy, San Fernando, 2000 Pampanga

December 2023 Reference number: 2024-IERC4-20108

JENNICA ANA RIVERO, MAN, PGDIPHS

Chair, Institutional Ethics Review
Committee
Our Lady of Fatima University

ENDORSEMENT LETTER

This is to respectfully forward and endorse the research study “ASSESSING

THE READING FLUENCY OF CRIMINOLOGY STUDENTS IN PRIVATE
SCHOOL: FOUNDATION FOR EFFECTIVE TEACHING AND STUDENT
SUCCESS” by the respective students at the College of Criminal Justice for an Ethical
Review under the perusal of the Institutional Ethics and Review Committee.

Thank you very much. More power and God bless us all.

Arci Manangan
Research Adviser

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Our Lady of Fatima University

San Fernando City Campus

MacArthur Hwy, San Fernando, 2000 Pampanga

CERTIFICATE OF
ORIGINALITY

We hereby declare that this thesis is our own work and to the best of our knowledge
and belief, it contains no material previously published or written by another person nor
material to which a substantial extent has been accepted for award or any other degree or
diploma of a university of other institute of higher learning, except where due
acknowledgement is made in the text.
We also declare that the intellectual content of this thesis is the product of our work,
even though we may have received assistance from others on style, presentation and language
experience.
Abdul Aziz Reyes
Principal Investigator
Members:
Alvaran, Daniel S.

Nogoy, Jed

Nuqui, Francis Amiel

Tayag, Justin Paul

Noted By: Arci Manangan

Research Adviser

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Table of Contents

Title Page i

Endorsement ii

Certificate of Originality iii

Table of Contents iv-v

List of Figures vi

1.0 Introduction 1
2.0 Literature Review 3

2.1 Theoretical Framework 7

2.2 Variable Discussion 8

2.3 Statement of the Problem 12

2.4 Research Paradigm 13

2.5 Definition of Terms 15

2.6 Significance of the Study 16

3.0 Research Method 17

3.1 Research Design 17

3.2 Research Locale 18

3.3 Population and Sampling/Key Formats 18

3.4 Research Instrument 20

3.5 Data Collection 21

3.6 Data Analysis 23

3.7 Data Analysis 24

References 26

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List of Figures

PROCESS OUTPUT
Reading fluency dimensions: Impact on reading
fluency:
- Accuracy: Ability to read words
INPUT - Improvement in
correctly accuracy, speed,
- Speed: Rate at which text is read and
Demographic - Comprehension: Understanding and
Profile comprehension
interpreting the meaning of the text Impact on academic
- Year Level
success:
- Age Effective teaching strategies: - Enhanced
- Sex - Explicit instruction in decoding skills academic
- Fluency-building activities (e.g., achievement
repeated readings) among
-Comprehension strategies criminology
students

Figure 2. Conceptual Framework

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Total Number of
Year Level Sample size
Respondents

1st Year 167 67

2nd Year 142 57

3rd Year 130 53

4th Year 119 48

TOTAL 558 225

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Scale Weighted Mean Verbal Interpretation

4 3.25 – 4.00 Strongly Agree (SA)

3 2.50 – 3.24 Agree (A)

2 1.75 – 2.49 Disagree (D)

1 1.00 – 1.74 Strongly Disagree (SD)

Cited from Pimentel J. (2019). Some Biases in Likert Scaling Usage and its
Correction

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1.0 INTRODUCTION

Reading fluency in criminology demands vigorous understanding and decoding

words such as “recidivism” and “punitive justice” (Walker & McCarthy, 2021),
analyzing intricate legal documents and comprehending theoretical frameworks from
psychology and sociology (Bernal,, et al. 2020), This highlight challenges the need for
complex reading fluency beyond basic literacy skills. Inefficient reading fluency in
criminology has intense consequences, extending beyond struggles with the reading loads
to delay critical analysis, synthesis information, and development of essential critical
thinking skills affecting academic performance and students’ readiness for career in
criminal justice, law enforcement and social work. Insufficient reading fluency in
criminology has extensive consequences. Students may struggle not only with keeping up
with the reading load but also critical analysis information, synthesis and development of
essential critical thinking skills (Bernal,, et al. 2020). This can hinder academic
performance and career preparedness in fields like criminal justice, law enforcement, and
social work (Bernal,, et al. 2020).
Despite its important role, research on reading fluency in criminology focusing on
students that are enrolled in the private school, remains astonishingly inadequate. This
study aims to bridge the gap by researching or investigating the reading fluency levels of
criminology students in private school, shedding light on the issues that are not being
addressed properly. Private schools often offer smaller class sizes, specialized resources,
and diverse curricula (Pascua & Cruz, 2022), potentially impacting students’ reading
opportunities and support systems. By focusing on private schools, this study offers a
unique opportunities and support systems. By focusing on private schools, this study
offers a unique context, comparing and contrasting, shedding the illuminating hidden
needs, informing targeted interventions and bridging the research gap.
Putting the reading fluency of students from private schools and public schools
side by side can provide valuable insights into the potential effects of different
educational environments on this critical skill. With this comparison we can broaden the
discussion about educational equity and the need for tailored reading support programs

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across diverse settings, ensuring all students receive adequate support. Private schools
cater to specific demographics or learning styles, potentially leading to hidden needs
regarding reading fluency among their criminology students. This study aims to
illuminate issues and ensure the criminology students to receive the necessary support to
thrive in their academic pursuits and future careers.
Being able to understand the specific challenges and needs of private school
criminology students can develop the targeted interventions and support programs. By
addressing these pressing issues in reading fluency needs within this specific student
population this would create initiatives to contribute to their academic success and future
career preparedness, enhancing their overall educational experience. Focusing on private
school settings directly addresses the critical gap in existing research on criminology
students’ reading fluency. This initiatives can pave the way for further investigations and
the development of a more comprehensive understanding of this crucial skill within the
field, ultimately benefiting criminal justice education.
This study’s objective goes beyond seeking to identify factors influencing reading
fluency in criminology students. By unveiling teaching strategies, learning styles, and
prior educational experiences that impact fluency, it aims to develop evidence-based
solutions, tailored support programs, and effective teaching methods to empower students
in their academic pursuits. Understanding reading fluency needs in criminology is a
future investment. By equipping students with necessary skills, we foster academic
excellence, critical thinking and professional preparedness. This study not only aims to
improve individual outcomes but also contributes to shaping a more informed and
effective generation of criminology professionals, thereby enhancing the field
holistically.

Objectives of the Study

The overarching objective of this study is to assess the reading fluency of
criminology students in private schools and establish a foundational understanding of
effective teaching strategies conducive to student success. To achieve this goal, the study
is guided by the following specific objectives:

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1. To ascertain the demographic profile of criminology students in terms of year level,

age, and gender.
2. To evaluate the status of reading fluency among criminology students, encompassing
accuracy, speed, and comprehension.
3. To determine whether significant differences exist in the reading fluency status of
criminology students when grouped according to profile variables.
4. To identify the specific challenges criminology students face in relation to reading
fluency, particularly concerning complex terminology and concepts, multidisciplinary
perspectives, and foreign language sources.
5. To analyze the impact of these identified challenges on the reading fluency status of
criminology students.
6. To recommend effective teaching strategies based on the study's findings, aimed at
enhancing reading fluency and promoting student success in the field of criminology.

2.0 Literature Review

This chapter calls for a comprehensive review of related literature pertaining to reading
fluency and its significance in criminology education. Reading fluency plays a vital role in the
comprehending intricate legal and societal concepts vital to criminology as established by the
National Institute of Justice (2000). Despite its importance, numerous students faces
challenges in reading fluency, hindering their ability to navigate in scholarly level as
emphasized by Shaywitz (2008) and Pikulski and Chudowsky (2008).

This chapter aims to shed light on the important role of reading fluency in
criminal justice education by integrating existing literature. It deals with various
dimensions of reading fluency, including accuracy, speed and comprehension and
explores their relationship in enhancing comprehension, and scholarly engagement
amongst students, as underscored by Rasinski (2003) and Kanik Uysal & Bilge (2018).
This chapter also focuses on the findings within the academic background of Our
Lady of Fatima University Pampanga, particularly with their Criminal Justice students.
The review extends beyond mere comprehension to examine how reading fluency
affects academic excellence, drawing upon research by Just & Carpenter (1980) and

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Shanahan (2000). It emphasizes the diverse nature of reading fluency and seek the need
for tailored interventions to address challenges within the criminology academic
environment, as advocated by Cunningham & Stanovich (1998). The chapter discusses
the importance of daily reading habits and the cognitive advantages associated with
consistent engagement with textual material, as elucidated by Stanovich (1986).
This review serves as framework for the empirical investigation conducted within
the study. By using existing literature, it lays the groundwork for developing evidence-
based interventions aimed at enhancing reading fluency among criminology students. The
chapter also bridges the gap between theoretical insights and practical applications,
paving the way for future studies that will endeavor focusing on improving academic
excellence of students within the field of criminology.

Reading Fluency and Success in Criminology Education: A Comprehensive Review

The Cornerstone of Comprehension: Reading Fluency in Criminology
The vital role of reading comprehension in criminology education is well-
established (National Institute of Justice, 2000). Grasping intricate legal and societal
concepts hinges on student’s ability to effectively process and understand complex texts.
However, Shaywitz (2008) paints a concerning picture, highlighting the current
challenges among students struggling with reading fluency, hindering their capability to
decipher and understand scholarly materials. This deficiency poses a significant barrier to
both academic progress and professional preparedness (Pikulski & Chudowsky, 2008).

The Power of Fluency: Enhanced Comprehension and Scholarly Engagement

Most studies shed light on crucial link between reading fluency and enhanced
comprehension. Rasinski (2003) sees this connection, emphasizing how proficient
readers excel in decoding texts accurately and automatically, freeing up cognitive
resources for deeper understanding.
This makes impacts with Kanik Uysak & Bilge’s (2018) finding, which extend
this connection beyond mere comprehension, making sure that mastering the reading
fluency empowers students to actively engage with scholarly dissertation, a vital role of
criminal justice education.

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Beyond Accuracy: The Multifaceted Dimensions of Fluency

Supporting the idea that consistent engagement with textual material yields
cognitive advantages, studies on the benefits of daily reading habits aligns with diverse
nature of reading fluency (Stanovich, 1986). As discussed by Feruzi and collaborated by
Aldhanhani & Abu-Ayyash, assessing this skill encompasses various dimensions,
includinf accuracy, pace and expression (Feruzi; Aldhanhani & Abu-Ayyash).

Contextualizing the Challenge: Understanding Fluency within Criminology

Education
The review shows the importance of placing research within specific academic
environments. Building upon prior studies, examining the reading fluency levels of
criminology students at Our Lady of Fatima University Pampanga offers valuable and
valid insights into the challenges faced by students in this particular educational setting.

Beyond Comprehension: Fluency and Academic Excellence

Other studies further strengthen the link between reading fluency and academic
success. Just and Carpenter (1980) suggests that fluent readers can efficiently cover more
material, potentially leading to improved academic performance. Likewise, Shanahan
(2000) highlights their advantage in identifying key points, arguments, and evidence
within complex concepts – essential skills for navigating scholarly influence in
criminology.

Building upon Existing Knowledge: The Present Study's Contribution

This study takes inspiration from this institution. Using a quantitative approach to
gather data on students’ reading accuracy, pace, and comprehension, it aims to provide
extensive understanding of the reading fluency landscape among criminology students at
Our Lady of Fatima University Pampanga. This passion contributes to the existing body
of knowledge and informs the development of effective mode of instruction within the
discipline of criminal justice.

Addressing the Gap: Multifaceted Interventions and Tailored Solutions

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By using existing literature, it becomes evident that addressing reading fluency

challenges among criminal justice students requires diverse interventions (Cunningham
& Stanovich, 1998). These interventions must go beyond molding reading
comprehension and incorporate strategies to enhance students’ ability to engage critical
in a scholarly level.
The review also seeks for interventions tailored to the unique characteristics of the
criminology academic environment. Such interventions should further aim to improve
students’ reading fluency skills while also providing support systems to address language
barriers and other contextual challenges identified within the literature.

From Theory to Practice: Laying the Groundwork for Change

This study bridges the gap between theoretical and practice, paving the way as a
groundwork for future research endeavors aiming at developing evidence-based
interventions to enhance reading fluency among criminology students. By improving
academic outcomes and fostering critical engagement with scholarly interventions, such
programs have the potential to better prepare students for the professional challenges they
will face in the field of criminology.

Synthesis:
The vital role of reading comprehension in criminology education is well-
established (National Institute of Justice, 2000). Grasping intricate legal and societal
concepts hinges on student’s ability to effectively process and understand complex texts.
However, Shaywitz (2008) paints a concerning picture, highlighting the current
challenges among students struggling with reading fluency, hindering their capability to
decipher and understand scholarly materials. This deficiency poses a significant barrier to
both academic progress and professional preparedness (Pikulski & Chudowsky, 2008).
The research by Rasinski (2003) and Kank Uysak & Bilge (2018) highlights the critical
link or relationship between fluency and enhanced comprehension in reading, as well as
deeper engagement with scholarly level, which is the foundation of criminology
education (Feruzi; Aldhanhani & Abu-Ayyash). Daily reading habits contribute to
cognitive advantages associated with reading fluency, which comprehend with accuracy,

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pace, and expression (Stanovich, 1986). Examining reading fluency within specific
context like Our Lady of Fatima University Pampaga gives valuable insights, as
demonstrated by Just & Carpenter (1980) and Shanahan (2000). Fluent readers can
efficiently finish more material and able to identify key points within complex texts,
skills essential for navigating criminal justice studies (Cunnningham & Stanovich, 1998).
This study aims to contribute to educational strategy development within the field by
employing a quantitative approach to understand the reading fluency landscape amongst
criminology students at Our Lady of Fatima University Pampanga. The review
emphasizes the need for diverse interventions or programs that go beyond simply
improving comprehension and instead focus on fostering critical engagement with
scholarly materials, catered to the specific needs and challenges of criminal justice
academic environment, including language barriers and other contextual issues
(Cunningham & Stanovich, 1998). Lastly, this review bridges the gap between theoretical
and practical studies which lays the foundation for future research on evidence-based
interventions designed to enhance reading fluency and better prepare students for the
professional challenges they will face in the field of criminology.

2.1. Theoretical Framework

This framework provides a conceptual lens through which to examine the intricate
dynamics of reading fluency and comprehension amongst criminology students. This part
deals with three prominent theories: The Automaticity Theory of Fluency, the Interactive-
Compensatory Model of Reading, and the Reading Skills Continuum, each offering
valuable insights into the development and utilization of reading skills within the
educational contexts.

2.1.1 Automaticity Theory of Fluency

For simple school-aged children, developing proficient and automatic reading
ski ls is a primary educational goal. Although there isn't a single definition for reading
fluency, it's generally accepted to include the ability to read quickly, accurately, and
expressively especially when reading aloud. This notion of reading fluency is
appropriate, as evidenced by recent studies showing that children in the second and third

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grades who read quickly and accurately also read expressively. As their decoding ski ls
become more solidified through practice, most children generally develop fluent reading
abilities between the first and third grades. However, the development of reading
fluency, as measured by accurate and quick word reading or text reading rate, goes
beyond this time frame. Schwanenflugel, P. J., et al. (2006).

2.1.2 Interactive-Compensatory Model of Reading

Based on the study of Stanovich, K. E. (1984), a theoretical framework that aims
to explain developmental and individual differences in the utilization of context
to enhance word recognition during reading, Developed by a specific author and their
colleagues, the model suggests that readers, both skilled and less-skilled, rely on
context to varying degrees when recognizing words in the reading process. The model
challenges the concept of a psycholinguistic "guessing game" proposed by Goodman-
Smith, asserting that, when appropriately instantiated, less-skilled readers may utilize
context as much as or even more than skilled readers for effective word recognition.
Overall, the model provides insights into the dynamic interplay between individual
differences and context use in the reading experience.

2.1.3 Reading Skills Continuum

The Literacy Continuum is an invaluable tool for choosing texts and
understanding the types of reading behaviors that require support, guidance, and
instruction. Its long pages contain all the necessary information for effective literacy
instruction, providing teachers with a thorough manual.

In relation in theories that researchers provided, that now a days speaking in a

foreign language especially the national language which is English is very important to
learn even though it’s hard for some person or individuals especially the Criminology
students. Some Person or individual thinks that Criminology s6tudents are not good at
speaking in foreign language which is English. That is why the research conducted this
study to see how broad Criminology students speak in foreign language.

2.2 Variable Discussion

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2.2.1 Reading Habits

According to Atayeva, M, et al., (2019) habit of reading, The behavior that
represents the similarity of reading to specific reading genres and interests is referred to
as a "reading habit" (Fatiloro, Adesola, Hameed, & Adewumi, 2017). It is a method
by which a person arranges the reading that they do. It is habitual conduct that turns into
an automatic response without conscious thought or awareness (McKnight & A len,
2018).

There are five categories for reading habits: extremely low, rather low, medium,
high, and very high (Anderson, in E lis 2016, p. 81). It is determined by a lot of
factors, including the quantity of reading practices, wide length of time a slotted for
reading, strong English proficiency (Ogeyik & Akyay, 2009) in Kanmani & Read with
a pleasant mindset (Muniandy, 2013; and Renandya, 2007 in Januaryty, 2018), be
mindful of enthusiastic reading, choosing books on one's own, reading motivation, and
excitement over receiving a book as a gift ongoing (Jamnik, 2005 in Iftanti, 2015), as
we l as consistent reading outside of the classroom (Adetunji & Oladeji, 2007 in
Iftanti (2015).

2.2.2 Use of an online reading intervention

As stated by Mather, N., & Bauer-Kealey, M. (2019). A minimum of one

developmental education course must be taken by nearly two-thirds of community
college students in the country who are considered unprepared for the demands of
higher education. However, experts have discovered that developmental course
enrollment frequently has negative impacts on community college students and that
these time- consuming courses sometimes cause delays in or outright hinder the
completion of a degree. Given the high proportion of community college students who
lack preparation, it's critical to create efficient teaching strategies that enable students to
gain the ski ls necessary for both academic success and future career success.
Determining how a student's experience affects their academic achievement and
motivation to continue in college credit score.

2.2.3 The effect of repeated reading on student fluency

As stated by Roundy, P. T., (2009). Unfortunately, many students suffer with

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fluency and absence. The problem irritates students, who then become distracted by
reading itself. However, research suggests that employing the repeated reading
technique can enhance students' fluency.

2.2.4 Effective Reading Strategies that can help with your reading fluency

According to Kurimski, T. (2019), a student's reading comprehension and

fluency are closely associated. The best reading techniques for educating a student's
reading fluency rate are examined in this review of the literature. The study looks at
methods like

Silent reading, modeling and scaffolding, pre-teaching text's important terms,

and repeated readings. The best academic journals for peer-reviewed research on the
best reading strategies to boost students' reading fluency rates will be awarded by this
review of the literature. The numerous studies included in this paper's findings showed
that scaffold repeated readings of a text, like those found in FORI (Fluency Oriented
Reading Instruction), are an extremely effective repeated reading strategy. It was also
discovered that modeling and repeated readings, in addition to other interventions, were
very effective.
2.2.5 Reading Speed as Connection for Reading Comprehension of College
Freshmen Students

Reading is a communication tool, and comprehension goes together in hand with

it. Reading loses its meaning when comprehension is lacking. However, a variety of
factors can influence comprehension. This study mostly assumed speed to be such.
Thus, 234 freshmen from Bohol Island State University in Clarin, Bohol, Philippines,
were included in the sample. Specifically, the study collected respondents' preferred
communication skills, attitudes toward reading, comprehension levels, differences in
their attitudes toward reading, and the relationship between speed and comprehension.
Tests of reading comprehension and speed were used to measure reading proficiency.
The College of Teacher Education respondents scored highly in comprehension, while
only the College of Technology and A lied Sciences respondents demonstrated good
reading ski ls. Respondents' ambivalence about reading was demonstrated by their
strong preference for Rather than reading, listening. Most of them struggled with higher

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order comprehension abilities. The respondents' comprehension was only average, and
their speed was below average. There was a very noticeable difference in how they felt
about reading. Moreover, there was a connection found between their speed and
comprehension, indicating that comprehension was reliant on speed and that the slower
they read, the less we l they understood comprehension (Bulilan Ramel, 2017).

2.2.6 Students’ reading attitudes: Improving the motivation of the freshman

students.

One of the numerous things that encourage students to read is their academic
performance. The ability to read well is a must for both surviving and succeeding in
higher education. College reading requirements are broad and require a lot of reading, so
students need to have advanced reading ski ls in order to understand the variety of
reading materials they will come across in their courses. According to the researchers, "it
will be easy for the students to improve other skills towards becoming "independent
learners" if they learn to love reading." According to the study, the most typical causes of
Curiosity and/or involvement drive reading engagement. Students read because they are
captivated by the characters and the story, which heightens their curiosity about what wi l
happen in the conclusion because they can relate to the story's characters, they read for
satisfaction. Many of them read to obtain the knowledge needed for their academic
courses. Following the intervention's implementation, the researchers found that a
student's ability to learn and achieve academically is directly impacted by their ability to
develop a strong reading foundation. We discovered that students became more focused
and engaged during the assessment period, when they were required to complete reports,
individual writing exercises, quizzes, and other academically related activities. They were
also able to integrate several real-life examples and other academically related situations
that they learned from reading books, newspapers, and the like. According to study,
students only read for interest and engagement—for example, when they have to read a
book or story for a class assignment. They also discovered that a student needs to love
reading for him to derive satisfaction from books or articles. Additionally, they say that
for a student to learn more effectively and independently, they must begin reading to
acquire the knowledge and ski ls they need from the texts they have read. Taking an
interest in what they've read also relates to how they picture themselves in the narrative

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or piece. Following their evaluation, they discovered that to create excellent learners.
It is essential that they establish a solid foundation in reading, as evidenced by
their increased focus on their academic performance (Jetron Velasco, 2016).

2.2.7 Reading proficiency with modalities of vocabulary knowledge

According to Browne C., Cu ligan B., Phi lips J. (2013). The connection
between reading proficiency and vocabulary is often used to support the assessment of
the second language written receptive vocabulary knowledge. Which vocabulary
knowledge modalities, however, have the strongest relationships to reading competency
has not been thoroughly studied too far, and the differences that have been found have
frequently been statistically unimportant. To gain a better understanding of the
connections between different modalities of vocabulary knowledge and reading
proficiency, the current study uses a bootstrapping technique.

2.3 Statement of the Problem

Specifically, this study seeks to address the following key questions:

1. What is the Demographic Profile of the Respondents in terms of
1.1 Year Level
1.2 Age
1.3 Sex
2. What is the status of reading fluency of criminology students?
2.1 Accuracy
2.2 Speed
2.3 Comprehension
3. Is there a significant difference in the status of reading fluency of criminology
students when they grouped according to profile variables?
4. What specific challenges do criminology students face in relation to reading
fluency in terms of?
4.1. Complex Terminology and Concepts’
4.2. Multidisciplinary Perspectives

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4.3. Foreign Language Sources

5. How do these identified challenges impact the reading fluency status of
criminology students?
6. Based on these research findings, what effective teaching strategies can be
recommended to enhance reading fluency and promote to enhance reading fluency and
what effective teaching strategies can be recommended to enhance reading fluency and
promote student success?

2.4 Research Paradigm

The conceptual framework for this study integrates three main components:
demographic profile, reading fluency, and effective teaching strategies. These
components interact to influence the reading fluency status and academic success of
criminology students in private educational institutions.

PROCESS OUTPUT

Reading fluency dimensions: Impact on reading

fluency:
- Accuracy: Ability to read words - Improvement in
correctly accuracy, speed,
INPUT and
- Speed: Rate at which text is read
- Comprehension: Understanding and comprehension
Demographic Impact on academic
interpreting the meaning of the text
Profile success:
- Year Level Effective teaching strategies: - Enhanced
- Age - Explicit instruction in decoding skills academic
- Sex - Fluency-building activities (e.g., achievement
repeated readings) among
- Comprehension strategies (e.g., criminology
summarization, questioning techniques) students

Figure 2. Conceptual Framework

Figure 2 shows the intricate relationship between demographic factors, reading

fluency, and effective teaching strategies are essential for promoting academic success
among criminology students. This conceptual framework shows the correlation
components that shape students’ reading abilities and academic outcomes within the
discipline. At its purpose is to recognize the influence of demographic characteristics,

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such as year level, age and gender, on students’ reading fluency levels and academic
performance. Students in their later years may exhibit different reading habits and
preferences compared to the younger ones, while the gender differences may impact
reading engagement and comprehension strategies.
Central to the framework the concept of reading fluency comprises three
important dements: accuracy; speed; and comprehension. Accuracy is the ability to read
words correctly, Speed pertains to the rate at which text is read, while comprehension on
the other hand involves understanding and interpreting the meaning of the text. These
dimensions are interconnected, if the other dimensions shows improvement, the others
would definitely follow. Effective teaching strategies play a pivotal role in fostering
reading fluency and promote student success. These strategies explicit instruction in
decoding skills, fluency-building activities such as repeated readings, and comprehension
techniques like summarization and questioning.
The framework sees the dynamic interaction between demographic profile,
reading fluency, and effective teaching strategies, highlighting the personalized support
needed to address the students’ needs. The demographic characteristics influence the
challenges they may encounter in mastering reading fluency, shaping their literacy to a
scholarly level.
The framework is a formulation of evidence-based recommendations for effective
teaching strategies making sure that it is suited to the needs of Criminology students.
These aim to give recommendations to support learning environment that maximizes the
academic potential and foster student success. These recommendations aim to create a
supportive learning environment that maximizes academic potential and fosters student
success. By implementing this research, teaching practices will have a conceptual
framework that educators can facilitate and improve the reading fluency of the students..

1. Demographic Profile: The demographic profile includes the criminology

students’ year level, age, and gender. These factors may impact students’ reading fluency
levels and academic performance.
2. Reading Fluency: Reading fluency is composed of three key dimensions:
Accuracy refers to the ability to read words correctly, speed pertains to the rate at which

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text is read, and comprehension involves understanding and interpreting the meaning of
the text. These dimensions of reading fluency are interrelated, with improvements in one
dimension potentially leading to enhancements in others.
3. Effective Teaching Strategies: Effective teaching strategies play a crucial role
in enhancing reading fluency and promoting student success. These strategies may
include explicit instruction in decoding skills, fluency-building activities such as repeated
readings, and comprehension strategies such as summarization and questioning
techniques. By employing evidence-based teaching practices tailored to the needs of
criminology students, educators can support the development of reading fluency and
foster academic achievement within the discipline.
Interaction and Impact: The demographic profile of criminology students
interacts with reading fluency levels, influencing the challenges students may face and
their responses to effective teaching strategies. For example, students from different age
groups may require varied instructional approaches, while gender differences may
necessitate targeted interventions to address specific needs. The identified challenges
related to reading fluency, such as complex terminology and multidisciplinary
perspectives, may impact students differently based on their demographic characteristics,
highlighting the importance of personalized support and differentiated instruction.
4. Recommendations and Outcomes: Based on the study's findings,
recommendations for effective teaching strategies can be formulated to address the
identified challenges and enhance reading fluency among criminology students. These
strategies aim to promote student success by fostering a supportive learning environment
that caters to diverse needs and maximizes academic potential. Ultimately, the
implementation of evidence-based teaching practices informed by the conceptual
framework can lead to improvements in reading fluency and academic achievement
within the field of criminology.

2.5 Definition of Terms

2.5.1 Fluency: is the ability of the individual to read with accuracy, speed, and proper
expression.

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2.5.2 Criminology: The course of the researchers that they are taking under the
Bachelor of Science in Criminal Justice.

2.5.3 Criminology Students: Course of the students who did the research and
participants who are involved with the study.

2.5.4 Private School: a school supported wholly by the payment of fees. Oxford
Dictionary

2.5.5 Assessing: evaluate or estimate the nature, ability, or quality of.

"The committee must assess the relative importance of the issues. Oxford Languages
Dictionary

2.6 Significance of the Study

The significance of addressing reading fluency among criminology students

cannot be overstated. Academic success in this discipline hinges upon a robust
foundation of reading comprehension skills, as it directly impacts students' capacity to
engage with sophisticated theories, legal frameworks, and empirical research. By
assessing and addressing reading fluency, educators can pave the way for enhanced
learning outcomes, improved academic performance, and ultimately, the cultivation of
skilled professionals in the field of criminology.

This study plays a significant role for our stakeholders:

Criminology Students: Understanding the status of their reading fluency can empower
them to identify areas for improvement and seek appropriate interventions that they will
need to help them face the challenges of day-to-day learning barriers when it comes to
fluency in reading. This will be an effective to make it a habit and enhance their
academic performance.

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Educators: The findings will be able to help educators to provide and prepare focus
instructional materials that will benefit both the teaching team and the students to prepare
effective teaching modalities. This aims as well to provide educators to a lot time for
students that needs more time to comprehend base on their needs and demographic
presented on this study.

Program Developers: The study could give developer ideas to tailor reading programs
within the criminal justice curriculum, ensuring that they will acquire the necessary
reading skills to excel in their chosen profession.

Researchers: This study will contribute to the limited body of research on reading
fluency in criminology, providing valuable insights for further investigations and the
develop evidence-based practices.
This study contributes to the limited body of research on reading fluency in
criminology, providing valuable insights for further investigations and the development
of evidence-based practices.

Scope and Limitations

This study focuses mainly on criminal justice students enrolled in private
educational institutions at Our Lady of Fatima University serving as the primary research
site. While the findings may offer valuable insights applicable to other contexts, it is
essential to acknowledge the inherent limitations of a single-site study and the potential
for bias in self-reported data. In addition, this study includes and not limited to assessing
reading fluency and recommending teaching strategies, without dwelling into broader
issues such as literacy development or sociocultural factors impacting reading
proficiency. We have included the gender of the students from first year to fourth year
level.

3.1. Research Design

This study adopts a quantitative approach, utilizing numerical measurement and

statistical analysis to investigate the speaking skills of Criminology students at Our Lady
of Fatima University Pampanga. This allows for the generalization of findings to a larger

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population through statistically representative samples (Johnson & Onwuegbuzie, 2023).

The chosen design aligns with the research goal and objectives which is to understand the
breadth of speaking skills within the student population. Quantitative methods, as
emphasize by Babbie (2023), excel in measuring objective assessment of speaking
abilities through tools like standardized tests or surveys. This approach aligns with the
established framework for measuring sensory descriptive perception outlined by Stone, et
al (1974).

3.2. Research Locale

This study was conducted at Our Lady of Fatima University Pampanga. The
geographic location of the research is a member of the Commission on Higher Education
situated at Central Luzon in Pampanga. It is one of the biggest schools in the province of
Pampanga. The choice of locale was driven by the researchers’ observation of the
significant challenges criminology students encounter in comprehending and articulating
word during reading exercises. As researchers affiliated with Our Lady of Fatima
University Pampanga, there is vested interest in the methods to enhance reading fluency
amongst the students enrolled AY 2023-2024.

3.3. Population and Sampling

Purposive sampling was used to target criminology students enrolled in private

schools (Creswell 2018). It was used to ensure representation from a specific
demographic group and educational setting, allowing for in-depth exploration of reading
fluency within this context. Selecting participants based on the pre-determined criteria
related to their educational background and academic program, this aims to provide
insights in the reading fluency levels of criminology students in private schools and the
factors influencing their proficiency,

Purposive sampling is a type of probability sampling in which the researcher

selects subjects based on their judgment of who is most likely to provide the information
needed to answer the research question. This is often used with qualitative research,
where goal is to gain further understanding of a particular phenomenon.

The respondents were cumulative of approximately 558 individuals that are from

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Our Lady of Fatima University Pampanga from different year levels. To ensure a
representative sample, random sampling was used to select our participants. The
researchers also used an online sample size calculator
(https://www.calculator.net/sample-size-calculator.html) A 95% level of confidence and a
0.05 confidence interval were applied in determining the sample size, ensuring statistical
reliability and accuracy in the study's findings.

The demographic profile of the research participants are the criminology students
of Our Lady of Fatima University-Pampanga, they are consisting of male and female
participants from 1st to 4th year level who are under 16 years old up to 22 years old and
above. The inclusion criteria for the participants are the ones who responded that they are
willing to join the study with the terms that their identity will be safe kept under this
study alone.

To calculate the sample size, a valid and substantial method such as Cochran's
formula will be employed. Cochran's formula is widely used for calculating sample sizes
in large populations. It is expressed as:

n = N/(〖1+N(e〗^2))

Where;

n = required sample size

N = total population size (558 in this case)

e = margin of error (expressed as a decimal, commonly set at 0.05 for

a 95% confidence level)

Total Number of
Year Level Sample size
Respondents

1st Year 167 67

2nd Year 142 57

3rd Year 130 53

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4th Year 119 48

TOTAL 558 225

3.4. Research Instrument

Based on the variables of this study, the researchers will follow the following
steps to do and conduct the research instrument:

Preparation
The researchers personally crafted a research instrument that has 3 parts. (1) the
demographic profile of the respondents, (2) a survey questionnaire using a 5-point Likert
scale for OLF Criminology students, describing the status of reading fluency of
criminology students in terms of their (a) Accuracy, (b) Speed, (c) Comprehension and
assessing their specific challenges face in relation to reading fluency in terms of (a)
Complex Terminology and Concepts, (b) Multidisciplinary Perspectives and (c) Foreign
Language Sources/

Validation

As soon as the research instrument is done, the adviser will endorse this to the
school and will seek assistance from the school for the research instrument to be
validated. The validator team will be composed of professors and experts within or
outside the school, depending on their availability that would help this study be submitted
on time. Also, these research statisticians will there the Validity index given from the
validations of this research validations. Content Validity Index was utilized with
acceptable CVI values. Since the Test questionnaire has 11 criteria, and 10 raters, a study
of Lynn retrieved from Polit, D. F., Rickert, L. E., & Poresky, M. H. (2017), level of
acceptance on content validity index will be utilized.

Pilot Testing

After validation and passing all the criteria in Content Validity Index the
researchers will proceed to pilot testing, which is to run a test using the research
instrument to a small part of the research population, 10 or 10% among the total sample
size will be used as cited from the Study of Abenis I. et.al. (2018), this is to test and

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refine procedures, and to check whether the research instrument works and reliable.
After the pilot testing the result will be generated to assess the reliability of the research
instrument. The Level from Cohcran’s Level for test of Reliability will be implemented.

3.5. Data Collection

The researchers read several readings on related literature on the topic they
wanted to study. Through different related studies, the formulation of the research title
was made. The researchers underwent a title defense, the title was revised by the panel,
and started to make chapters 1-3 of the research paper. As soon as the panel gives their
suggestions after the pre-oral defense, the researchers will eventually do the revision and
submit it again to panel for the approval. Once it is approved the data-gathering
procedure will be the next step.

The researchers also maintained proper health protocol while conducting the data
by making sure that social distancing has been observed and all the writing materials
where sanitized by an alcohol before handing it over to the next participant.

Actual

To get the data needed for the study the researchers will undergo, (a) preparation
of the research instrument, since the research instrument that will be used is a
researchers-made research instrument, the researchers will ask the assistance of the
school for the validation process. Once the research instrument is validated and approved,
the research instrument will be conducted. With the approval of the research adviser, it
will be mass-produced for fielding to the respondents.

Post

After the statistical analysis and interpretation of the results, the researchers will
reflect and assess the output of the study, paying particular attention to the study's actual
outcomes, as well as its merits, shortcomings and potential contributions to the academic
community.

Ethical Considerations

This proposal study has been reviewed by and approved by the Our Lady of Fatima

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University – Institutional Ethics Review Committee (OLFU-IERC) which is a committee whose

task is to make sure that research participants are protected from harm.

During the study, all the information of all the participants have been safely secured and
will be confidential in a matter that only the researchers will have an access on it as stated on the
informed consent.

The research also made sure that the participants are not forced to be involved in the
study without their willingness. Participants were not given any incentive upon signing up and
they were not subdue to any penalties if they will not finish, they are also given the option to
freely withdraw from the study anytime that they wanted to.

The informed consent used in the study clearly stated the longetivity of the study that the
participants will course thru. This study also aims to maintain their integrity and made sure that
all their Data will not be divulged even after the study and it will only be or the purpose of this
research.

In adherence to ethical principles governing research conduct, this study meticulously

considers the protection and well-being of all participants involved. Throughout the research
process, particular attention is paid to ensuring the integrity and dignity of vulnerable
populations, with comprehensive measures in place to safeguard against any form of exploitation
or harm. The informed consent process is meticulously designed to provide clear and
understandable information to participants, allowing them to make informed decisions about their
involvement in the study. Moreover, procedures are established to uphold participants' autonomy,
including the provision of counseling support and the assurance of their freedom to withdraw
from the study at any point without repercussion. Through these ethical considerations and
practices, this research endeavors to maintain the highest standards of integrity, transparency, and
respect for all individuals involved.

3.6. Data Analysis

To address the research questions posed in this study, the appropriate statistical treatment

comprises descriptive statistics and inferential statistics. Descriptive statistics will be utilized to

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summarize the demographic profile of the respondents, encompassing year level, age, and sex.

Measures such as frequencies, percentages, means, and standard deviations will be computed to

provide a comprehensive understanding of the sample population's characteristics.

Descriptive statistics will be used to assess the status of reading fluency amonf

criminology students in terms of accuracy, speed and comprehension. This will include

calculating mean, standard deviations and frequency distributions to evaluate overall proficiency

levels in each aspect of reading fluency.

Formula for Percentage:

Where: % = Percent

F = Frequency

N= number off cases

Formula (Mean): x=
∑x
N

Where:

x : Mean or average.

∑x : Sum of all numbers in the data

N : Total count of numbers in the data set

Formula (Standard Deviation):

Where:
α=
√ ∑ (x 1−x )2
N

α : Standard deviation
x1 : Individual data points in the data set
x : Mean of the data set
∑ : Summation symbol (denotes summing up values)

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N : total count of numbers in the data

For verbal interpretation based on the calculated mean value, the Likert-scale of Level of
Satisfaction, as referenced from as cited from Pimentel J. (2019). Some Biases in Likert Scaling
Usage and its Correlation will be employed.

Likert-scale of Level of Satisfaction

Scale Weighted Mean Verbal Interpretation

4 3.25 – 4.00 Strongly Agree (SA)

3 2.50 – 3.24 Agree (A)

2 1.75 – 2.49 Disagree (D)

1 1.00 – 1.74 Strongly Disagree (SD)

Cited from Pimentel J. (2019). Some Biases in Likert Scaling Usage

and its Correction

To investigate potential differences in the reading fluency status among criminology

students based on profile variables (e.g., year level, age, sex), inferential statistics such as

analysis of variance (ANOVA) or t-tests will be applied. These statistical tests will determine if

significant differences exist in reading fluency scores between different student groups based on

demographic characteristics.

Furthermore, inferential statistics will be utilized to examine the relationship between the

identified challenges that criminology students face regarding reading fluency (such as complex

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terminology and concepts, multidisciplinary perspectives, and foreign language sources) and their

reading fluency status. This analysis, employing techniques like correlation analysis, will provide

insights into how these challenges impact students' reading fluency and the strength of these

relationships.

Between−group variance
Formula (ANOVA): F=
Within−group variance

Where:

F : F-statistic

Between−group variance : Variance between different groups or treatments

Within−group variance : : Variance within each

group or treatment

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Our Lady of Fatima University

San Fernando Campus
MacArthur Hwy, San Fernando 2000 Pampanga

Letter Requesting Permission to Gather

Data

Mr. George Saipen Jr.

Program Head, CCJ

Our Lady of Fatima University- Pampanga

Greetings!

We, the students of the Our Lady of Fatima University Pampanga, under the Criminal Justice
Department, would humbly ask your good office to give us permission to conduct our data gathering
through survey. The study is entitled “ASSESSING READING FLUENCY OF CRIMINOLOGY
STUDENTS IN PRIVATE SCHOOL: FOUNDATION FOR EFFECTIVE TEACHING
STRATEGIES AND STUDENT SUCCESS.”

The objective of this study is to correlate the accuracy of the reading comprehension of Our
Lady of Fatima University-Pampanga Criminology students of Pampanga of SY 2023-2024. The study
shows that the accuracy of this would give a great leap for understanding the events in our country
most especially learning the difference between the past and the present events in crime prevention and
detecting whether it is valid or not Rest assured that if you choose to take part in the survey, all
responses are kept private and will only be used for our Research purposes.

We are grateful for your cooperation and willingness to participate in our study.

Sincerely yours,

Alvaran, Daniel Nogoy, Jed Nuqui, Franci Amiel

Reyes, Abdul Aziz. Tayag, Justine Paul

Researchers

Recommending Approval:

Arci Manangan

Research Adviser

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OUR LADY OF FATIMA UNIVERSITY

COLLEGE OF CRIMINAL JUSTICE
PAMPANGA CAMPUS

Informed Consent Form for the Clients that are Criminology Students from Various Year Levels from
Our Lady of Fatima University

This informed consent form is for the subjects that also our basis on the study, they are the criminology
students from various year levels and equally divided gender subjects from Our Lady of Fatima University.”.

Our Lady of Fatima University, Pampanga Campus

This Informed Consent Form has two parts:

• Information Sheet (to share information about the study with you)
• Certificate of Consent (for signatures if you choose to participate)

You will be given a copy of the full Informed Consent Form

Part I: Information Sheet

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Introduction

We are the fourth year Criminology students from Our Lady of Fatima University,
Pampanga Campus who are currently conducting research entitled “ASSESSING READING
FLUENCY OF CRIMINOLOGY STUDENTS IN PRIVATE SCHOOL: FOUNDATION OF
EFFECTIVE TEACHING STRATEGIES AND STUDENT SUCCESS” We are going to give
you information and invite you to be part of this research.

If you decide to participate in answering the survey, then rest assured all the information and responses will be
kept private and will be used for research purposes only.

Purpose of the Research

We want to study the areas that would potentially help us improve our English Literacy and be globally
competitive, most especially be relevant to the current events.

Type of Research Intervention

For survey Questionnaires: This research will involve your participation in our study reading an
excerpt from an article and they will be given a time limit.

Participant Selection

You are being invited to take part in this research because we would like to test everyone’s accuracy
and fluency in reading the English language and to test the comprehension of select students.

Voluntary Participation

Your participation in this research is entirely voluntary. You have the freedom to choose whether to participate

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in our research or in surveys without any form of coercion or pressure. In the middle of this activity, you may
stop answering the questionnaires at your own choice, and we will respect it wholly.

Procedures

For Survey Questionnaires: We are asking you to help us achieve the goal we are aiming for in our study, we
are also inviting you to take part in this research project. If you accept, you will be asked to answer questions
on questionnaire forms. The information recorded is confidential, your name is not included on the form, and
no one else except the researchers will have access. All files will be destroyed after the finalization of the
research study. We will surely delete all the data and files including the back up and destroy the hard copy by
shredding.

Duration

The answering of Questionnaires form will take out five to ten minutes (5-10 minutes).

Risks

There is an inevitable risk that you may share some personal or confidential information by chance. However,
we assure you that the information that we collect from this research project will be kept private and destroyed
eventually.

Benefits

There will be no direct benefit to you, but your participation is likely to help us find out more about the ways
on how to improve reading comprehension of Criminology Students.

Reimbursements
You will not be provided with any incentive to take part in the research.

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Confidentiality

The information that we will be collecting from this research project will be kept private. Any information
about you will be changed into numbers or alias instead of your name.

Sharing the Results

Nothing that you will share and tell today will be shared with anybody outside the research team, and nothing
will be attributed by your name. The knowledge and information that we may get from this paper will only be
published and only those people who are interested may also learn from the research.

Right to Refuse or Withdraw

You do not have to take part in this research if you do not wish to do so and have the right to refuse to
participate or to withdraw from the interview/answering the survey questions at any time without any negative
consequences. We will give you an opportunity to end at any time.

Who to Contact

If you have any questions, you may contact Abdul Aziz A. Reyes on 09353766620 or through
email [email protected]. This proposal has been reviewed and approved by the Our
Lady of Fatima University - Institutional Ethics Review Committee (OLFU - IERC) which is a
committee whose task is to make sure that research participants are protected from harm. If you
wish to find out more about the IRB, contact Our Lady of Fatima University-Institutional Ethics
Review Committee; 281- 7664 or 283-9754 local 1204; [email protected].

You can ask me any more questions about any part of the research study, if you wish to. Do you
have any questions?

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Assessing Reading Fluency of Criminology Students…

Research Instrument

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Assessing Reading Fluency of Criminology Students…

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Assessing Reading Fluency of Criminology Students…

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Assessing Reading Fluency of Criminology Students…

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Assessing Reading Fluency of Criminology Students…

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Assessing Reading Fluency of Criminology Students…

Research Budget

DESCRIPTION AMOUNT

PRINTING EXPENSES Php 1855.00

RESEARCH PROPOSAL FEE Php 1500.00

TOTAL Php 3,355.00

The researchers equally divided all the expenses amongst themselves. A total of Php
671.00 was shouldered by the researchers for the entire study.

Research Timeline

2023
 November 15, 2023: Formulating our Research
 December 5, 2023: Title Defense
 December 7, 2023: Revision of Research Study

2024
 January 10, 2024: Formulating Research questionnaires
 January 15, 2024: Data Gathering from participants
 February 21, 2024: Submission of Research Study to RDIC
 April 1, 2024: Received Research Study and RDIC comments

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Assessing Reading Fluency of Criminology Students…

ABDUL AZIZ A. REYES

Address: Henson St., Fatima Village, Sta. Cruz, Porac, Pampanga
09353766620 | [email protected]

PERSONAL INFORMATION

BIRTHDAY : October 21, 1997

BIRTHPLACE : ANGELES CITY, PAMPANGA

CITIZENSHIP : FILIPINO

RELIGION : CHRISTIAN

AGE : 26

HEIGHT : 172 cm

STATUS : SINGLE
EDUCATIONAL ATTAINMENT

TERTIARY
OUR LADY OF FATIMA UNIVERSITY

Mc Arthur Highway, De Lapaz Norte, City of San Fernando Pampanga

2019-Present

SECONDARY

ANGELES CITY NATIONAL TRADE SCHOOL

Fil-am Friendship Hi-way Angeles City Pampanga

2014-2015

PRIMARY

M. Nepomuceno Elementary School

Gail St. Angeles City Pampanga

2009-2010

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Assessing Reading Fluency of Criminology Students…

JED B. NOGOY JR.

Address: Calulut City of San Fernando Pampanga
09558703743 | [email protected]
PESONAL INFORMATION

BIRTHDAY : 08/18/2000
BIRTHPLACE : O'Donnell, Capas, Tarlac
CITIZENSHIP : FILIPINO
RELIGION : Catholic
AGE : 23
HEIGHT : 5'9
STATUS : SINGLE

EDUCATIONAL ATTAINMENT

Tertiary

Our Lady of Fatima University

Mc Arthur Highway, Dela Paz Norte, City of San Fernando Pampanga

2023 – Present

Secondary

Sindalan High School

Davsan City of San Fernando Pampanga

2015-2016

Primary

Calulut Elementary Scholl

Calulut, City of San Fernando Pampanga

2011-2012

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Assessing Reading Fluency of Criminology Students…

FRANCIS AMIEL NUQUI

Address: 271 San Marcelino St. Santa Cruz, Porac, Pampanga
09617658851 | fnuqui0395pam@student,fatima.edu.ph
PERSONALINFORMATION

BIRTHDAY : July 13, 2001

BIRTHPLACE : ANGELES CITY, PAMPANGA
CITIZENSHIP : FILIPINO
RELIGION : CATHOLIC
AGE : 22
HEIGHT : 172.56 cm
STATUS : SINGLE

EDUCATIONAL ATTAINMENT

Tertiary

Our Lady of Fatima University McArthur Hi-way, Dela Paz Norte, City of San Fernando, Pampanga

2023-Present

Secondary

Eastern Porac National Highschool

2015-2016

Primary

Sto Rosario Elementary School

2015-2016

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Assessing Reading Fluency of Criminology Students…

DANIEL S. ALVARAN
Address: B65 L67 Sta Tosa St. Brgy. Tabun, Angeles City
09097871474 | [email protected]
PERSONAL INFORMATION

BIRTHDAY : May 27, 2001

BIRTHPLACE : SAN ANDRES, ROMBLON
CITIZENSHIP : FILIPINO
RELIGION : CHRISTIAN
AGE : 22
HEIGHT : 163 cm
STATUS : SINGLE

EDUCATIONAL ATTAINMENT

Tertiary

Our Lady of Fatima University

Mc Arthur Highway, Dela Paz Norte, City of San Fernando Pampanga

2023 – Present

Secondary

Sindalan High School

Davsan City of San Fernando Pampanga

2015-2016

Primary

Calulut Elementary School

Calulut, City of San Fernando Pampanga

2011-2012

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Assessing Reading Fluency of Criminology Students…

JUSTINE PAUL L TAYAG

Address #213 Nueva Victoria, Mexico, Pampanga
09087038502 | [email protected]

PERSONAL INFORMATION

BIRTHDAY : October 06, 2001

BIRTHPLACE : BULAON HOSPITAL
CITIZENSHIP : FILIPINO
RELIGION : CATHOLIC
AGE : 22
HEIGHT : 167 cm
STATUS : SINGLE

EDUCATIONAL ATTAINMENT

TERTIARY

OUR LADY OF FATIMA University MacArthur Highway, De Lapaz Norte, City of San Fernando Pampanga

2019-Present

SECONDARY

San Jose Malino National High School

2017-2018

PRIMARY

Nueva Victoria Elementary School

2013-2014

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Assessing Reading Fluency of Criminology Students…

TALLY SHEET

1ST 2ND 3RD 4TH

YEAR LEVEL
YEAR YEAR YEAR YEAR
# OF PARTICIPANTS 67 57 53 48

AGE GROUP ACCORDING TO YEAR

LEVEL
TOTAL #
1ST 2ND 3RD 4TH OF
Column1
YEAR YEAR YEAR YEAR PARTICIPA
NTS
AGE GROUP
16-17 YEARS OLD 54 54
18-19 YEARS OLD 13 44 32 89
20-21 YEARS OLD 13 21 11 45
22 YEARS OLD & ABOVE 37 37

YEAR LEVEL BASED ON SEX

TOTAL #
1ST 2ND 3RD 4TH OF
YEAR YEAR YEAR YEAR PARTICIPA
NTS
MALE 47 38 36 33 154
FEMALE 20 19 17 15 71

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