PSYCHO-SOCIO-ECONOMIC FACTORS AND FAMILY SUPPORT AND THEIR EFFECT TO THE READING PERFORMANCE OF INTERMEDIATE PUPILS (original) (raw)
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Psychology and Education: A Multidisciplinary Journal, 2022
Education system in the Philippines is constantly changing and more is being expected out of students at a much younger age. The levels of parental involvement had higher expectation to the literacy skills of the students. This study aimed to analyzed the collective influence of the predictor's family structure, parental involvement and socioeconomic areas and students' perspective interest of the classroom learning environment on Grade 3 students of San Rafael Elementary School. Thus, the intention was to provide an analysis of these predictors of academic performances of the grade 3 students in the areas of reading and writing development. To expand knowledge of the interrelationships between the variables correlated in the study. The data treatment was performed in order to evaluate and determine the descriptive statistics between parental involvement, family structure, low-socioeconomic status and student's performances in reading and writing areas. The descriptive research design was used to assess and measure the linear coalition between the independent variable and dependent variable. The quantitative data was obtained along the parental involvement survey using and basing on the set of thirteen Likert scale questions. As the results of the descriptive statistics results in Table 1 revealed that among the 30 parent participants or as corresponding assessor and evaluator 19 (63.32%) were underneath from lowest family affluence scale, which represented the highest number of the parent sample on the study. Based on the findings, the reading assessment scale of the respondents were on the mean value of 5.72±3.82 that indicates as text reading speed (syllables per seconds). Whereas, the words reading (syllables per seconds) variable has the mean value of 3.70±2.33, hence, for the non-word reading (syllables per seconds) were gathered the results of 1.79±0.66. The parental involvement was grounded on the time spent offered and parental guidance of the students.
The Related Variables and the Reading Proficiency Level of Grade Six Pupils
Journal of Integrated Elementary Education, 2022
This study describes the relationship between the respondents' reading proficiency level as demonstrated in their Lexile Scores and the following variables: Respondent-related Factors, Teacher Factors, School Factors, and Home Factors. The Theory of Performance (ToP) by Don Elger served as the basis to develop the research instrument, i.e., survey questionnaire. Seventy (70) grade six pupils were authorized by a private school in the Philippines to become the respondents of the study. Correlated with the aforementioned factors were the pupils' reading Lexile Scores provided by Scholastic Philippines. The data were processed through the SPSS software using the Pearson Product-Moment Correlation Coefficient formula. Results revealed that among the four sets of factors, only Home Factors have a significant relationship with the Lexile Scores of the respondents. Furthermore, specific factors such as gender and mother's occupation relate with the pupils' reading proficiency level.
The Related Variables and the Reading Proficiency of Grade Six Pupils
The Related Variables and the Reading Proficiency Level of Grade Six Pupils, 2022
This study describes the relationship between the respondents' reading proficiency level as demonstrated in their Lexile Scores and the following variables: Respondent-related Factors, Teacher Factors, School Factors, and Home Factors. The Theory of Performance (ToP) by Don Elger served as the basis to develop the research instrument, i.e., survey questionnaire. Seventy (70) grade six pupils were authorized by a private school in the Philippines to become the respondents of the study. Correlated with the aforementioned factors were the pupils' reading Lexile Scores provided by Scholastic Philippines. The data were processed through the SPSS software using the Pearson Product-Moment Correlation Coefficient formula. Results revealed that among the four sets of factors, only Home Factors have a significant relationship with the Lexile Scores of the respondents. Furthermore, specific factors such as gender and mother's occupation relate with the pupils' reading proficiency level.
Factors affecting reading performance among Grade 3 pupils in Boston, Davao Oriental, Philippines
Davao Research Journal
The aim of this study is to explore the factors that affect the reading performance of Grade 3 pupils. This study was administered in a classroom with a total of 76 respondents using a researcher-made survey questionnaire that underwent a validity and reliability test. The result determined the level of reading performance of Grade 3 pupils from the data given by the advisers, which is remarked as "reader without comprehension." Moreover, this study determined the level of practice of the factors presented, the significant difference between paired factors, and the factors that best predict reading performance. Among the factors presented, this study revealed that vocabulary knowledge, background knowledge, teacher, and parental involvement best predict the reading performance of Grade 3 pupils at Boston Central Elementary School.
Learner’s Reading Proficiency and Academic Performance
Psychology and Education: A Multidisciplinary Journal, 2025
Reading proficiency is critical for academic success, influencing comprehension and performance across all subjects. However, in the Philippines, low reading proficiency remains a significant concern, as evidenced by the country’s last-place ranking in the 2018 Program for International Student Assessment (PISA). This study addresses the gap in understanding the relationship between reading proficiency and academic performance within the Filipino context, particularly among Grade IV to VI learners at San Juan Elementary School, Bohol, during the 2023–2024 school year. The research aimed to assess learners' reading proficiency using the Philippine Informal Reading Inventory (Phil-IRI) and their academic performance based on first-quarter grades. Additionally, it examined demographic factors such as age, gender, nutritional status, parental education, occupation, school attendance, and attitudes toward reading. A descriptive correlational survey method was employed, utilizing questionnaires and performance assessments to collect data from a complete enumeration of 97 learners. Key findings revealed that while learners showed satisfactory academic performance and positive attitudes toward reading, no significant relationship was found between reading proficiency and academic outcomes. This result suggests that other factors, including socio-economic conditions and parental involvement, may have a more substantial impact on learners’ academic achievements. The implications of this study emphasize the need for a comprehensive reading enhancement program that integrates socio-cultural and cognitive approaches to improve reading skills while addressing external influences on academic performance. Recommendations include fostering parental involvement, promoting independent reading habits, and leveraging community resources to create a supportive learning environment. These findings provide valuable insights for educators and policymakers to design targeted interventions aimed at enhancing literacy and educational equity in rural Philippine settings.
Parental Involvement and Pupils’ Reading Strategies: its Relationship to Reading Performance
International Journal of Research Publications
Reading is the gateway to all other knowledge. This study aimed to determine the level of parental involvement, and pupil's reading strategies, and reading performance this School Year 2022-2023 and to find the significant relationship of parental involvement, reading strategies and reading performance based on the Phil-IRI result. This study was conducted among the small schools of Libona District II, Division of Bukidnon. This study employed descriptive correlational design on which one hundred twenty (120) Grade 6 pupils and their parents as the respondents using purposive =of this study were one hundred twenty (120) Grade 6 pupils and their parents. Correlational design was used in the study. Mean, standard deviation, frequency, percentage and Pearson Coefficient of Correlation were the statistical treatment employed in interpreting the data. The result of the study revealed Parental Support construct under parental involvement got the highest mean rating. On the other hand, Reading Activities got the lowest mean rating. Conclusion were drawn that Parental Support, Problem-solving and Support strategies are statistically associated with the reading performance of the pupils. However, parental involvement in terms of Reading Activities and Reading Instruction, and Global Reading Strategy are not significantly related to pupils' reading performance. Therefore, Parents may enroll their child in any training centers be engaged and motivated as they learn and discover meaningful learning experiences.
Psychology and Education: A Multidisciplinary Journal, 2024
This study aimed to explore the perceived impacts of home reading in improving academic performance of learners in a selected elementary school in Buenavista, Quezon. Aspects studied were the demographic profile of the respondents. It investigated the impacts of home reading in improving their academic performance in learning as perceived by learners. To achieve the researcher’s goal, the researcher used a questionnaire to determine the respondents’ demographic profile and administered the questionnaire for the perceived impacts of home reading. This involved 80 learners from the selected elementary pupils in Buenavista Quezon. The descriptive design on was the main source of data and information. The result showed that most of the respondents are aged of 11-13years old, male, and female. According to the result of Kruskal Wallis all the null hypothesis are accepted which means that there is no significant difference on the perceived impacts of home reading in improving academic performance of learners when the respondents are grouped according to profile. Based on the results of the study, the following recommendations are suggested. The school administrators may be able to use a home reading strategy as tools for learning in their school. The parents may help their child while reading at home to improve their academic performance. The teachers may conduct follow-up study to investigate further the perceived impacts of home reading in improving academic performance of learners. The learners may continue to learn while they are reading to get ideas and information from the books they read.
Improving the Reading Instruction Among Learners
International Journal of Advance Research and Innovative Ideas in Education, 2020
The research was conducted in the identified Elementary Schools of Toledo City Division, Toledo City, Cebu, Philippines as a bases for the development of Reading Intervention for the Graders. The descriptive method was utilized in this study to determine the status of reading instruction among graders of the identified elementary public schools of Toledo City Division, Toledo City, Cebu, Philippines during the school year 2019-2020. Respondents of the study were 38 teachers, and 141 graders who were enrolled in the identified elementary public schools of Toledo City Division, Toledo City, Cebu, Philippines during the school year 2019-2020. Gathered data were treated using the weighted mean, the chi-square and the p-value. The identified profile, and the perceptions of teachers and the status of reading instruction among graders of the identified elementary public schools of Toledo City Division, Toledo City, Cebu, Philippines during the school year 2019-2020 are not significantly correlated. Among the identified profiles of the graders, only the number of siblings, family monthly income, and multimedia available at home were significantly correlated with the status of reading instruction among graders of the identified Elementary Schools of Toledo City Division, Toledo City, Cebu, Philippines during the school year 2019-2020. The school officials should encourage teachers to always exhibit positive teaching behavior to further learning of students and maintain flexible program to cater the diverse students learning needs and interest.
Does Intervention Matter In The Reading Performance Of Elementary Pupils In The Philippines
This study aimed to describe the performance in the Phil-IRI test of 1,697 Grade II pupils from 19 schools in San Miguel North District, Bulacan during the School Year 2014-2015 after implementing a set of intervention activities. To determine the effectiveness of the strategies employed in preparing pupils for the Phil-IRI post test, t-test for correlated samples was used to compare the pre-test with the post-test results. The school heads and teachers rated their preparation of Grade II pupils for the Phil-IRI post test. The reading levels of pupils were categorized as frustration, instructional, and independent in silent reading speed, word recognition, and comprehension. In silent reading, there was a huge improvement for the slow readers; it increased from 23.60% to 45.98% and for the fast readers from 19.46% to 37.35%. For the average group, however, from 34.56% it only increased to 41.2%. The mean difference was statistically significant for the slow and the fast group but not for the average group. Similar trend was observed in word recognition and comprehension levels. The mean difference for the three levels in the pre-and post-test results were statistically significant, however, the increase for the instructional group was smaller. The different learning activities given resulted to a significant improvement in pupils' reading and comprehension level but it is unclear as to which intervention strategy was most effective. It was recommended to systematically assess the strategies employed and to have a uniform set of criteria for gauging pupils reading improvement. Furthermore, performance target must be set and teachers who have attained such target must be rewarded.
Psychology and Education: A Multidisciplinary Journal , 2023
Before the pandemic, education leaders had been concerned about Filipino students' low reading comprehension, as reflected in the 2018 Programme for International Student Assessment (PISA), wherein the Philippines scored the lowest among the 79 participating countries. Now that we have had two years of no face-to-face classes, their reading comprehension has been more seriously impacted. This study sought to measure Solano High School Gr. 8 students' reading comprehension levels during the pandemic and investigate factors related to their performance. A quantitative research approach was used in determining the reading comprehension level of student-respondents through the Group Screening Test of Phil-IRI, a reading inventory composed of graded passages. Moreover, the study used a descriptive survey and a correlational methodology to determine the significant relationship between the respondents' reading performance and their profile variables. The study revealed that 98.7% of the respondents fall under "Frustration," the lowest level, in which readers find reading materials so difficult that they cannot successfully respond to them. Findings also showed that a student whose parents have higher educational attainment, sufficient family income, access to multimedia resources, and superior academic performance might perform better in reading comprehension. Moreover, gender, ethnic affiliation, parental involvement in their reading activities, and length of one's exposure to multimedia materials were found to have no significant relationship with the respondents' reading comprehension level. Following the results, a reading program was designed that shall raise awareness among all stakeholders on the student's reading performance and the factors that influence it to meet readers' needs and abilities; equip teachers with the knowledge and skills in producing both digital and print reading materials that integrate content across learning areas and promote an inclusive reading environment that stimulates students to learn through reading.