A Quantitative Analysis of Reading Proficiency Levels Among Promoted

Grade 7 Students with Foundational Reading Gaps

INTRODUCTION

Many students enter high school without having the necessary reading

skills for their grade level. This makes it hard for them to keep up with lessons

and fully understand what is being taught. One of the main areas where they

struggle is reading comprehension, a skill that should have been developed

during their elementary years. Unfortunately, some students still find it difficult

to understand what they are reading. Reading is more than just recognizing

words on a page. It means understanding the meaning behind those words.

Because of this, it is important to check the reading levels of incoming Grade

7 students. By doing so, schools can identify those who need help and

provide the right kind of support. This is especially important for students who

have already moved up to high school but are still having trouble reading and

understanding texts.

In Maluti, South Africa, many learners in rural areas struggle with

reading. This problem is often caused by poverty, lack of learning materials,

and not enough trained teachers. Limited support from parents also adds to

the difficulty. These issues strongly affect the reading performance of Grade 6

learners in rural schools. A study by Cekiso et al. (2022) highlights how these

factors continue to negatively impact learners' ability to develop strong

reading skills.
 Even though the Philippine curriculum emphasizes reading and

literacy, a comprehensive rapid literacy assessment conducted at Bolo Norte

High School, Camarines Sur, revealed that many Grade 7 students possess

low-level reading skills (Abergos et al., 2024). These students may have been

promoted to higher grade levels not due to academic readiness, but possibly

out of pity or recognition of their diligence, resulting in ungenuine academic

progress. This situation can also lead to emotional and social challenges as

students confront the reality of their actual reading abilities (Candelario &

Subillaga, 2025). It suggests a deeper issue within the educational system, as

such promotion may unintentionally hinder students’ academic growth and

leave them behind in learning. Furthermore, it raises concerns about the level

of parental support in fostering students’ reading and literacy development.

Some students from Mabini National High School also struggle with

reading, particularly in terms of reading comprehension. This difficulty often

leads to poor academic performance and low classroom participation, as

students are unable to fully understand lesson content across subjects. To

address this issue, the school implemented a “Pabasa” program during the

enrollment period for incoming Grade 7 students. This initiative aims to

assess and measure students’ reading levels before they are promoted to a

higher grade level, ensuring that appropriate support or interventions can be

provided if necessary. However, challenges in sustaining students’ progress

remains.
THEORETICAL FRAMEWORK

This study applies the concepts of the Cumulative Deficit Theory by

Bereiter and Engelman (1966). According to the theory, that difficulties in

learning and reading, especially in comprehension, can worsen over time if

they are not addressed early. When students are promoted without mastering

required reading skills, such as reading comprehension, reading fluency, and

word recognition, these early gaps accumulate and widen. As a result, they

fall further behind as it becomes increasingly difficult for them to catch up with

more advanced academic demands in higher grade levels. In the context of

this study, the theory explains how Grade 7 freshmen who were promoted

despite having reading gaps may continue to struggle academically.

This study is guided by Schema Theory, introduced by Anderson and

Pearson in 1984, which emphasizes how important prior knowledge is when it

comes to understanding what we read. Schema theory offers a

comprehensive framework for understanding how individuals organize and

interpret information, significantly impacting learning, memory, and academic

achievement. Schema theory is an explanation of how readers use prior

knowledge to comprehend and learn from text. The theory explains that

people build mental frameworks called schemas based on their experiences.

These schemas help readers make sense of new information. When students

read, they connect what they already know to what they are reading. The

better developed their prior knowledge is, the easier it becomes for them to

understand the text.

 However, students with limited reading experience or background

knowledge often struggle with comprehension because they have fewer

connections to draw from. In this study, Schema Theory helps explain why

some Grade 7 students, even though they have been promoted, still have

difficulty understanding what they read. Their lack of well-developed schemas

may prevent them from fully processing and making sense of written texts. By

assessing their reading levels, this research hopes to identify gaps in their

background knowledge and offer data that can help schools provide the right

support to help these students improve.

 REFERENCES

Anderson, R. C., & Pearson, P. D. (1984, January 1). A schema-theoretic

view of basic processes in reading comprehension.
http://hdl.handle.net/2142/31284
Abergos, L. I. B., Cruz, J. R. M. D., Lasala, J. C., Prado, S. N., Tapar, P. K.
M., Cañeza, D. C. B., & Ocampo, D. M. (2024). Effectiveness of
remedial reading to struggling readers of Grade 7 students. SHS Web
of Conferences, 182, 01004.
https://doi.org/10.1051/shsconf/202418201004https://doi.org/10.1051/
shsconf/202418201004
Bereiter, C., & Engelman, S. (1966). Teaching Disadvantaged Children in the
Preschool. Englewood Cliffs, NJ: Prentice-Hall.
Candelario, J. I., & Subillaga, R. D. (2025c). Beyond the Letters: Unveiling the
worldviews of Non-Readers in English. International Journal of
Research and Innovation in Social Science, IX(IV), 1476–1492.
https://doi.org/10.47772/ijriss.2025.90400109
Cekiso, M., Rabelemane, T., Jadezweni, J., Mandende, I. P., & Dieperink, M.
(2022). Factors affecting Grade 6 learners’ reading performance in a
rural school in Maluti, South Africa. Reading & Writing, 13(1).
https://doi.org/10.4102/rw.v13i1.327
 A Quantitative Study of School Uniform Policy and Its Influence on
Student Discipline

INTRODUCTION

Many schools around the world have adopted uniform policies in an

attempt to improve student behavior. Uniforms are also expected to enhance

the overall learning experience by promoting equality and reducing

distractions. However, despite these policies, there are still students who do

not comply with the uniform requirement, which raises concerns within the

school community. As this issue continues, it often results in a lack of

discipline among students regarding the proper dress code. This disregard for

uniform rules may negatively affect their behavior, especially in schools where

wearing a uniform is strictly enforced.

In United States, uniform policies across the nation necessitate further

empirical work to understand whether learning in the context of school

uniforms is linked to differential measures of student success and behavior.

However, critics argue that student achievement, behavior, and self-esteem

will decrease rather than increase and that classroom stratification will not

only remain, but uniforms could add further financial hardship on low-income

families who now must purchase required clothing. More specifically, it is

argued that differences in student outcomes are caused by a change in the

way adults perceive uniformed students and not the way in which students

behave or learn (Ansari, 2021).

 One of the problems being faced by Pamantasan ng Cabuyao is the

improper wearing of school uniforms and the failure of some students to wear

their identification cards. Due to the large number of students entering the

university, security guards are unable to consistently monitor every individual

at the gate. As a result, some students are able to enter the campus without

following the dress code or presenting their IDs. This affects the security,

order, and proper implementation of school policies (Mariveles et al., 2020).

At Mabini National High School, students are required to wear school

uniforms as part of the institution's effort to enforce discipline, promote

equality, and create a secure learning environment. However, there have

been growing concerns among teachers and administrators regarding student

compliance with this policy. Increasingly, students are arriving in incomplete

or incorrect uniforms, which has led to disciplinary actions such as verbal

warnings, written reprimands, or even being sent home. This ongoing issue

has raised broader questions about the effectiveness and consistency of the

policy’s implementation. Adding to the concern, some outsiders individuals

who are not enrolled in the school have reportedly been able to enter the

campus without being questioned, simply because they are not required to

wear uniforms.

While many schools enforce uniform policies to promote discipline and

improve academic outcomes, there is limited quantitative research specifically

examining the effect of these policies on student discipline. Most existing

studies rely on qualitative findings or focus solely on general attitudes toward

school uniforms. As a result, there is a need for more evidence-based studies

particularly quantitative ones, that assess whether uniform policies truly

influence student behavior.

Theoretical Framework

This study is grounded in Social Identity Theory, introduced by Henri

Tajfel (1979) and further developed by John Turner, offers a framework for

understanding how individuals define themselves in relation to their group

memberships. This theory explores how a person’s self-concept is deeply tied

to their affiliation with social groups, such as sports teams, workplaces, or

cultural communities. These memberships provide individuals with a sense of

belonging and significantly influence their self-esteem and behaviors by

fostering a positive identity within the broader social structure. Social identity

theory suggests that a person's sense of self is derived from their group

memberships and the emotional significance attached to those groups. Key

indicators of social identity theory include social categorization, social

identification, and social comparison. When students wear the same uniform,

they form a shared group identity—they see themselves as part of the same

team, which strengthens their sense of belonging and pride. This shared

identity encourages them to follow group norms, such as wearing the uniform

correctly and behaving respectfully, which helps reduce discipline problems.

This study is anchored in Social Learning Theory, primarily developed

by Albert Bandura posits that individuals learn behaviors through the

observation of others, integrating both behavioral and cognitive perspectives.

The theory identifies four key components essential for learning through

observation: attention, retention, motor reproduction, and motivation. Unlike

behaviorists, who emphasize reinforcement and punishment as primary

mechanisms of learning, Bandura argued that learning can occur without

immediate reinforcement, highlighting the importance of cognitive processes

in human behavior.

In this study Social Learning Theory suggests that school uniforms can

influence student behavior by providing a visible symbol of school identity and

expectations, potentially leading to improved discipline and a sense of

belonging. The theory emphasizes observational learning, and uniforms can

act as a model for appropriate behavior and a shared identity, impacting

students' perceptions and actions within the school environment.

 REFERENCES

Ansari et al., (2021). School uniforms and student behavior: is there a link?
Early Childhood Research Quarterly, 58, 278–286.
https://doi.org/10.1016/j.ecresq.2021.09.012
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice
Hall.
E. M. H. Mariveles et al. (2020). Uniform Recognition Activated Gate for Dress
Code Implementation of Pamantasan ng Cabuyao. IEEE REGION 10
CONFERENCE. pp. 952-957,. https://doi.org/10.1109/
Hogg, M. A. (2018). Social identity theory. In P. J. Burke (Ed.), Contemporary
social psychological theories (2nd ed., pp. 112–138). Stanford
University Press.
 The Relationship Between Listening to Music While Studying
and Concentration Levels of Students

Studying plays a vital role in every student’s academic journey. As

students, they continuously look for effective ways to improve our focus and

retain information. One method that many students find helpful is listening to

music while studying. Music can serve as a powerful tool to create a calming

environment, reduce stress, and block out distracting background noise. For

some students, it helps them relax their minds and enhances their

concentration on the tasks at hand. However, the impact of music on studying

can vary from person to person. While some students are able to focus better

and become more productive with soft or instrumental music playing in the

background, others may find it difficult to concentrate with any kind of noise.

This is because everyone has different learning styles and preferences. For

those who struggle with silence or easily get anxious while studying, music

becomes not just a background sound but a motivational companion.

In Egypt they found out that students prefer on listening to music while

studying. But other students prefer silince than listening to music due to the

fact that music can distract them while they are studying. Music can be helpful

for students who wants to have a good time and a positive mood. While

others cannot fucos on their studies with the music on because it can destroy

their fucos. Students reported that music positively influenced their ability to

focus. Rather than distracting them, music helped reduce stress and provided

a rhythm that kept them engaged with their studies. And also students have a

different kinds of music taste and somehow others prefer medly music while

studying. Focusing is crucial for other students who don't want to have their
studies to be interrupted and they want to have a peaceful place to study

without any noises so they can lock in on what are they fucosing on. (Hasan

et al. 2024)

Thompson's 2021 study, conducted at PHINMA Rizal College of

Laguna in the Philippines, explored the relationship between listening to

classical music and study concentration among 100 senior high school

students. Results indicated that students generally felt tempo, volume, and

rhythm significantly affected their ability to focus while studying, with slower

tempos and softer volumes being perceived as beneficial. However, he also

acknowledged that while music can be helpful for blocking out noise, it can

also be distracting, particularly when it contains strong rhythm. Strong rhythm

music can be distracting during studying, Strong rhythm music can be

distracting during studyin, music with fast, loud instrumental music may impair

reading material absorption. Loud music or music with sudden shifts in

volume is more prone to capturing our attention and shifting our focus away

from our current task.

In Mabini National High School students prefer to put their music on to

focus on their studies. But others prefer not to have music just to focus in their

own studies and it helps them to feel undistracted and they can feel the peace

while they are studying. Studying is crucial especially when their surroundings

are loud and noisy. Music is helpful for those students who want to relax and

to have a quality time and somehow it can destroy the focus and it distracts

them on their time on studying. Having a hard time on studies can create a

barrier to them to achieve thier academic goals.

 While numerous studies have explored the impact of music on

cognitive performance and concentration. Some research suggests that

music, particularly classical or instrumental, can enhance focus and memory

retention, whereas other studies indicate it can be a distraction. Additionally,

existing literature often fails to account for individual differences such as

personality types and music preferences. There is also a lack of continued

studies investigating the long term effects of studying with music, and limited

research focusing on diverse student populations. This gap presents an

opportunity to conduct more nuanced, context-specific research to better

understand how music influences student concentration under various

conditions.

Theoretical Framework

This study applies the concepts of Arousal Theory of Motivation Hebb

(1955) the theory suggests that understanding the different human behaviours

in concentrating in studying, particularly in listening in music while studying,

creates a big impact on them. When students can concentrate more they can

improve their way of knowledge about a specific topic. Having a relaxed mind

helps them to analyze and arrange their thoughts perfectly while doing their

studies. In the context of this study the theory explains how students can

concentrate more while listening. Arousal theory are physiological and

behavioral signs that reflect the body's level of activation and alertness. These

indicators can be broadly categorized into physiological changes, behavioral

changes, and subjective experiences.

 This study uses the ideas behind Cognitive Load Theory by John

Sweller (1988). According to this theory, our brains can only handle a limited

amount of information at a time. When we try to process too much at once, it

can be a burden to our ability to focus, understand, and remember what we’re

learning. Concentration becomes harder when distractions like music add to

the mental load we’re already carrying. In this study, the theory helps explain

how listening to music while studying might increase that load, sudden tempo

changes, or when the music are played too loudly. These factors can get their

attention away from the task that they want to do and make it harder for

students to stay focused on what are they doing. When this happens,

students may show signs of being mentally scared.

Such as having trouble concentrating, getting easily distracted, taking

longer to finish their assigned tasks, understanding less of what they read or

study, or feeling like they cannot stay focused.

 REFERENCES

Hasan et al. 2024, H. (2024). Hamed EAD | Director of science heritage

center | ph.D organic ... https://doi.org/10.11648/j.sjedu.20241206.13
Hebb, D. O. (1955). Drives and the C.N.S. (Conceptual Nervous System).
Psychological Review, 62(4), 243–254.
https://doi.org/10.1037/h0041823
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning.
Cognitive Science, 12(2), 257-285.
https://doi.org/10.1207/s15516709cog1202_4
Thompson, R. (2021). The impact of music on cognitive function. Journal of
Music and cognition, 15(2),
123-145.https://doi.org/10.13140/RG.2.2.11465.66403