CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Reading as defined by Wikipedia is the process by which individuals

are taught to derive meaning from the text. Proficient reading is equally

dependent on two critical skills; first is the ability to understand the

language in which the text is written and second is the ability to analyze

and process what have been red. For instance, children who easily

understand spoken language and fluently recognize printed words and

terms do not usually have difficulties in reading comprehension. But in

order to widen understanding, students should be proficient on both

understanding and analyzing texts. Thus, difficulty in either one of these

undermines the whole reading process.

As cited in Wikipedia 2017, a tutorial is a method of a learning process by

which knowledge are transferred by means of lecturing. More interactive

and specific than reading a book, a tutorial is more reliable in transferring

new knowledge and ideas. Here under, conducting reading tutorials on

Grade 12 students in Nagyantok will certainly help improve their

understanding and cope their reading and comprehension difficulties.

To be skilled reader means to be a good comprehender. Thus,

Reading Comprehension is defined as the level of understanding of a text

or passage. This understanding comes from the interaction between the

words that are written and how they trigger knowledge outside the text or

passage. ( Rayner, Foorman, Ferfitti, Pesetsky and Seidenberg, 2001).

Reading Comprehension is improved through more reading practice.

 Pressley (2003) as cited by Pardo (2004) stated that increasing

vocabulary, extensive readings are some of the stated that increasing

vocabulary, extensive readings are some of the factors that can be used to

strengthen and refine the person’s ability to comprehend any text.

However, reading comprehension descend for some reason. One particular

reason is the lack of knowledge about language and grammars.

Hereunder, conducting reading tutorials can probably help lessen this

case.

Reading Comprehension according to Basabara (2013) is a complex

process that requires different building block skills. One model of reading

comprehension proposes that understanding what we read is really the

result of three levels of skills: literal comprehension, inferential

comprehension and evaluative comprehension.

The main purpose of reading is to develop comprehension. Students

who reach high school level are expected to have developed their reading

comprehension skills. As High School students are asked to analyze,

synthesize and evaluate several amount of information, they are also

expected to convey knowledge through sharing their ideas and

understanding about a particular topic.

Conceptual Framework

INPUT PROCESS

OUTPUT

1.Demographic
Profile
1.1 Age
1.2 Gender
1.3 Grade Level/
Section

2. Factors
affecting
Reading skills
2.1 Psychological
Factor
2.1.1 Difficulties in
Recognizing
Words
2.1.2 Difficulties in 1. Survey
Pronouncing Questionnaire
words 2. Interview
2.2 Academic 3. Statistical Scheduled reading
Factor Treatment tutorials as
2.2.1 Lack of a. Percentage
Intervention for
knowledge b. Frequency
2.2.2 Lack of Count improving
Assistance students’ reading
in Reading comprehension

Feedback

Figure 1: The Paradigm Shift of the Study

Statement of the Problem:

This study aimed to assess and the reading and comprehension

skills of Senior High School students in Nagyantok High School SY: 2017-

2018. It also aims to determine how many percentages of the students

can read and comprehend and how many of them have lack of reading

comprehension.

Specifically, it aimed to answer the following research questions:

1. What is the demographic profile of the student-respondents in terms of:

a.) Age

b.) Gender

c.) Grade Level/ Section

2. What are the different factors that affect the student’s reading and

comprehension ability?

3. How will conducting reading tutorials can help cope these factors?

SIGNIFICANCE OF THE STUDY

The findings of this study will be significant to the following groups

of people who have direct connections with the students;

To the parents, through the results of this study, they will be aware

of the concerns of their children’s reading performances in school.

To the students, the findings of the study will help them cope their

difficulties in reading and comprehension and will help them improve their

academic performances.

To the teachers, for they will be aware of the student’s concerns and

the reasons why they will be aware of the student’s concerns and the

reasons why they are having poor performances in academic matters.

SCOPE AND LIMITATIONS

This study is delimited to the effectiveness of assessing reading

comprehension of Senior High School students in Nagyantok High School

in determining and improving their reading and comprehension skills.

The respondents of this study were limited to the forty (40) Senior

High Students of Nagyantok High School, Grade 11 and Grade 12, for SY:

2017-2018.

The study covered the demographic profile of the respondents such

as age, gender, and grade level on where the students belong. It also

includes the assessment in reading skills through different questions

related to reading. In addition, it also covers the assessment on the

students’ comprehension skills through reading selection and some

questions about the selection.

DEFINITION OF TERMS

Reading. This refers to the process of deriving meaning from the texts or

selection you have read.

Reading Comprehension. This refers to the level of understanding of

the text or message.

Respondents. This refers to a person who gives a response or answer to

a question that is asked especially as part of a survey.

Survey Questionnaire. This refers to the set of questions answered by

the respondents to gather the data needed in the study.

Tutorials. This refers to the method of learning process by which

knowledge is transferred by means of lecturing.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter shows the previous literatures and studies gathered

that are related to the research study.

I. Review of Related Literature

A. Foreign

There are many ways in learning how to read accurately. During

colonial times, they just let their children read by using codes and

symbols.

At that time, reading materials were not specifically written, until the first

textbook entitled “The New England Primer” was published in the late

1680s.

There was a little approach on what is best to teach children how to read

or assess reading comprehension.

In the mid 19th century, Horace Mann, the Secretary of the Board of

Education of Massachusetts, USA began to advocate changes in reading

and instructional methods. He observed that children were bored in

reading codes and symbols and finds a way for them to be engaged in a

more reliable reading instruction by teaching them to read whole words.

From 1890s to at least 1910, A.L Burt of New York and other

publishing, a company published a series of book aimed at young readers.

Mrs. J.C

Gorham produced three such works, “Gulliver’s Travel” (1896),

“Alice’s Adventures in Wonderland” (1905), and “Black Beauty” (1905). All

of which are retold in words of one syllable for the sake of beginner

readers.
In 1950s, Rudolf Flesch wrote the book “Why Johnny can’t Read?”. It is a

passionate argument in favor of teaching children to read using phonics.

Cris Tovani make a right giant purple letters above in her chalkboard

inside her classroom that says, “Reading is thinking”, in her book entitled

“I read but I don’t get it.” Compensation is thoughtful process, she

explains and readers need instruction that shows them how to read and

think. Tovani’s book goes on to explain how that instruction looks in her

classroom.

In 1997, Ellin Oliver Keene and Susan Zimmerman, partners at the

Denver-based Public education and business coalition, published “Mosaic

of Thought” which explains how good readers use thinking strategies to

build comprehension. Zimmermann followed with “Seven keys to

comprehension,” a work designed to give Parents and Teachers Practical

advice on teaching children to read strategically. She also explained how

readers use their background knowledge and imagination to visualize what

they read. Zimmermann also revealed how children can learn to ask

themselves questions outline in their works.

Tovani, who also worked with Keene and Zimmermann, is a teacher

and literacy coach in Denver. In this book, she discusses why many

children who have learned how to recite the words on the page still

struggle with comprehension. She believes struggling readers need to see

how good readers think as they read.

To promote thinking, Tovani asks children to write down what’s on

their mind as they read. Tovani says writing makes readers pay attention

to their “Thinking voice,” the thoughts they have as they try to understand
the text. Readers can return to their thinking, revise their idea and

accumulate information needed to build comprehension.

II. Related Studies

A. Foreign

The IEA’s Progress in International Reading Literacy Study (PIRLS) is

an international study of reading achievement in fourth graders. It is

conducted by the International Association for the Evaluation of

Educational Achievement (IEA). It is designed to measure children’s

reading literacy achievements to provide baseline for future studies of

trends in achievement and to gather information about children’s home

and school experiences in learning to read, (Cited, Wikipedia, 2017).

The Dual-Route Theory of Reading Aloud was first described in the

early 1970’s. this Theory suggests that two separate mental mechanisms

or cognitive routes are involved in reading aloud, with output of both

mechanisms contributing to the pronunciation of a written stimulus.

A. Local

Reading is the true backbone of most learning. Everything starts

with the written word whether it is math, science or even home-

economics. As students go up the educational ladder, more reading is

usually required as subject become more dense and challenging

(Philippine star 2010).

The main purpose of reading is comprehension. Students who rich

high school level are expected to have developed their reading

comprehension skills. High school students are ask to comprehend,

analyze, synthesize and evaluate large amount of information.

 Department of Education Secretary Br. Armin A. Luistre (2012) said

that it is important to assess the reading capability of students because

reading is the foundation of all academic learning. He added that if a pupil

fails to

master basic reading skills at the outset, it will be a constant struggle for

them

to get through other disciplines successfully, thus depriving them of the

chance to become literate and productive individuals. In 2007 interview,

Dr. Yolanda Quijano, then head of the Dep-Ed’s Bureau of Elementary

Education, attributed “Reading problems as the main culprit for the poor

performance of some students in the NAT (National Achievement Test)”.

Her observation is indeed alarming. Hence if a student’s learning

comprehension is poor, changes are his or her performance in other

subjects will be compromised (Philippine Star 2010).

Tongson Jr. (2005) As cited by Nangleg (2007) attest to the deterioration

of reading skills of the country when the Every Child’s A Reader Program

(ECARP) has been implemented and the bureau of Elementary Education

(BFE) Supports this program by developing the Philippine informal Reading

Inventory (Phil-IRI).

Relationship of the Present Study to the Previous Study

The previous literature and studies were helpful in the over-all

conceptualization of the present study. The materials served as insights in

the interpretation of results.

The studies that are here in the review are deemed related to the

present study in the sense that in the present, many of the students in
Senior High School is not good in reading and comprehension. The

materials presented had great significance in providing information and

date that served as valuable references in formulating the direction of the

study.

The completed studies and the present study were similar since they

both deal with the Reading Skills/Reading Comprehension. The Descriptive

method of research with questionnaire as the primary data-gathering

instrument was used in order to gather data from the respondents.

It was noted that the previous studies conducted by different

authors such as Snow, Burns, Griffin, Gough, Tunner, Tongson Jr., Br. Armin

Luistro and Dr. Yolanda Quijano, they identify different comprehension that

the students needed in their learning. The studies were related to the

present study since they all focused on the Reading

Comprehension/Reading Tutorials. The studies had different respondents

but all of them arrived at almost the same findings.

 Chapter 3

RESEARCH METHODOLOGY

This chapter describes the research design, the respondents of the

study, sampling, data gathering instrument, the data gathering procedure

and the statistical treatment of data.

Research Design

This study utilized the descriptive method of research. This data is

more broad and beyond than just data gathering. The data collected must

be discussed and interpreted for a prior understanding. The data must be

subjected to the thinking process by means or ordered reasoning. The

descriptive type uses the survey questionnaire, w/c is a distinguishable

aspect of the technique for obtaining and analyzing quantitative data.

Descriptive Research is used to describe characteristics of a

population or phenomenon being studied. It answers questions about the

characteristics occurred.

The characteristics used to describe the situation or populations are

usually some kind of categorized scheme also known as descriptive

categories.

The description is used for frequencies, averages and other

statistical calculations.
The Respondents of the Study

The respondents of the study were limited to the forty (40) Senior

High School students of Nagyantok High School, including twenty (19)

Grade 11 and twenty (21) Grade 12 students.

The respondents were selected through random sampling. Random

sampling is a method of selecting a sample from a statistical population in

such a way that every possible sample that could be selected has a

predetermined probability of being selected.

Table 1 presents the Frequency and Percentage Distribution of

Senior High School students in Nagyantok.

 Table 1

Frequency and Percentage Distribution of the Respondents

Respondents Frequency Percentage

Grade 11 19 47.5
Grade 12 21 52. 5
Total (N) 40 100

Figure 2

Frequency and Percentage Distribution the Respondents

Table 1 and Figure 2 present the frequency and percentage

distribution of the respondents. Nineteen (19) or 47.5 % of the

respondents are Grade 11 and twenty-one (21) or 47.5 % of them are in

Grade 12.
The Research Locale

The study was conducted within the vicinity of Nagyantok High

School, located at Nagyantok Village, Sitio Matang-ib Cawag, Subic

Zambales.

Nagyantok High School is known as the center school of Cawag

because of having the most number of students who are studying there.

The school is also equally competitive with the other schools around the

District of Subic and Division of Zambales.

Created in 2008, Nagyantok Village is once an island located near

Kinabuksan and Nagtulong. In 2008, the old Nagyantok has been

demolished and was relocated at Sitio Matang-ib along the main highway

going to Hanjin Shipping Company, the end line of Cawag. Today, it has

evolved into a more civilized community having its own covered court,

multipurpose hall, Integrated School (Elementary and High School) and

Senior High School.

Locale
of the
study
Figure 3: Map of District 1 of Zambales showing the Locale of the

study.

Data Gathering Instrument

The researchers utilize a survey questionnaire to gather data

needed for the study, supported by unstructured interview and

observation. The survey questionnaire has four sections:

The first section includes the demographic profile of the

respondents. It includes age, gender, and grade level.

The second section includes questions related to the reading skills

of the respondents.

The third section includes the Reading Comprehension Skills, which

contains a reading selection and some questions about it that needs to be

answered.

While the forth section includes the interventions and ways of

coping students’ reading comprehension deficits.

The researchers also utilize a reading selection as a reading piece

and prepared some questions in order to measure the respondents’

comprehension skills.
Validation of Data Gathering Instruments

The questionnaire administrated to the respondents underwent the

following:

The draft of the questionnaire was shown to the research adviser for

comments, suggestions, and corrections.

The adviser’s comments and suggestions were considered seriously

relevant in the improvement of the first draft.

To have more information regarding the first draft and for the

enrichment of the content, internet sources, researches and other reading

materials which have common bearing on the research were considered.

To test and ensure the validity of the questionnaire, it was tried out

from the among 10 students who are not part of the sample to foresee the

problems that the researchers may meet in their final administration of

questionnaires,

This was done in order to determine whether the respondents

understood all the items in the questionnaire. Irrelevant questions were

disregarded and those which are vague were modified, improved and

rephrased through the use of books, internet sites and other reading

materials.

Revision of the survey questionnaire.

Presentation of the revised instrument to the adviser for approval and

administration to respondents.
The Data Gathering Procedure

A formal letter was sent to the school principal of Nagyantok High

School requesting permission to conduct the study and administer the

questionnaire to the respondents.

After the approval was granted, the researchers personally

administered the questionnaires supported with unstructured interview

and observations. The data gathering was done during break times and

after classes.

Reclamation of questionnaires was done on the same day of

administration, right after the respondents answer the questions provided.

The researchers were able to reclaim all survey questionnaires from the

respondents.

Statistical Treatment of Data

Descriptive statistics was used in the analysis of data gathered.

Specific tools for treatment are determined by the kind of study yielded

and illustrated as follows.

1. Frequency Counts and Percentage are computed in order to

know the frequency of the respondents categorized in different profile

variable considered in this study such as age, gender and grade levels.

The formula is as follows:

F where: P- percentage
P= x100 F- frequency
N N- total number
of respondent
 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyze and interprets the data gathered

from the respondents of forty (40) Senior High Students of Nagyantok High

School; Grade 11 and Grade 12.

It summarizes the findings and data gathered from the answers

of the respondents on the administrated questionnaire. It also presents the

analysis and interpretation of the data based on the demographic profile

of the respondents.

The variables were id entified by analyzing the Reading and

Comprehension Skills of the respondents using the survey questionnaire

prepared by the researchers. Results were collected and recorded.

Discussion and interpretation of findings were made in the light of the

obtained data, related literatures and studies and the researchers’

background knowledge, insights, and observations on the respondents.

PROFILE OF THE RESPONDENTS

The study considered the profile of the Senior High School

Students of Nagyantok High School—respondents which were being

described with respect to age, gender, and grade level.

1.1 Age Bracket

Table 2:

Frequency and Percentage Distribution of Respondents by Age Bracket

Age Bracket Frequency Percentage

15-17 10 25
18-20 28 70
21-23 2 5
Total 40 100

Figure 4

Table 2 and figure 4 presents the distribution according to age bracket.

The data reveals that most of the respondents are in age bracket of 18-23

with 75 % (N,30) and 25% (N,10) belong to 15-17 years old

1.2 Gender
 Table 3

Frequency and Percentage Distribution of Respondents by Gender

GENDER FREQUENCY PERCENTAGE

Male 19 47.5
Female 21 52.4
Total 40 100

Figure 5

Frequency and Percentage Distribution of Respondents by Gender

Table 3 and Figure 5 present the distribution of respondents

according to Gender. The data reflect that most of SHS Student-

Respondents were male having frequency of nineteen (19) or occupying

48 % of the 40 respondents and twenty-one (21) female occupying 52 %.

It means that the SHS Students in Nagyantok High School are female

dominated.
1.3 Grade Level

Table 4

Presents the Frequency and Percentage Distribution of Respondents by

Grade Level

Grade Level Frequency Percentage

Grade 11 19 47.5
Grade 12 21 52.5
Total 40 100

Figure 6

Presents the Frequency and Percentage Distribution of Respondents by

Grade Level

Table 4 and Figure6 show the Distribution of Respondents in

Senior High School-Respondents came from Grade 11 with the frequency

of 19 occupying 48 percent out of 40 respondents while Grade 12 have 21

with 53 percent of the respondents.

1.4 How often do you read a book in a day?

 Table 5

Presents the Frequency and Percentage Distribution of the Respondents

based on the answers in Item I, 1.4.

How often do you Frequency Percentage

read a book in a
day?
1-2 34 85
3-5 6 15
Total 40 100

Figure 7

Presents the Frequency and Percentage Distribution of the Respondents

about how often they read in a Day

Table 5 and Figure 7 present the data on how often the

respondents read in a day. Thirty-four (34) respondents with 85 percent

read 1-2 times a day and six (6) respondents occupying 15 percent read 3-

5 times a day. This findings that most of the students are in frequent in

reading.

1. I read fast and accurately

 Table 6

Table 6 presents the frequency and percentage distribution of the

respondents according to item II Question 1.

Frequency Percentage
Never 0 0
Rarely 1 2.5
Sometimes 19 47.5
Often 18 45
Always 2 5
Total 40 100

Figure 8

Figure 8 presents the frequency and percentage distribution of the

respondents according to item II Question 1.

Table 6 and Figure 8 present the frequency and percentage

distribution of the respondents according to item II question 1. Two (2) or 5

% of respondents read fast and accurately always, eighteen (18) or 45 %

often read fast accurate, nineteen (19) or 47.5 % sometimes, and one (1)

or 2.5 % respondent rarely read fast and accurately.

2. I take what I read

 Table 7

Table 7 presents the frequency and percentage distribution of the

respondents according to item II question 2.

Frequency Percentage
Never 0 0
Rarely 1 2.5
Sometimes 30 75
Often 6 15
Always 3 7.5
Total 40 100

Figure9

Table 7 presents the frequency and percentage distribution of the

respondents according to item II Question 2.

Table 7 and Figure 9 present the frequency and percentage

distribution of the respondents according to item II question 2. Three (3) or

7.5 % respondents always took in what they read, six (6) or 15 %

oftentimes took in what they read, thirty (30) or 74 % sometimes, and one

(1) or 2.5 % respondent rarely took in what he read.

3. I can put what I read into my own words

Table8
Table 8 presents the distribution of respondents based on the answers on
Item II, question 3

Frequency Percentage
Never 1 2.5
Rarely 4 10
Sometimes 22 55
Often 11 27.5
Always 2 5
Total 40 100

Figure 10

Figure 10 presents the distribution of respondents based on the answers

on Item II, Question 3

Table 8 and Figure 10 present the distribution of respondents based

on the answers on Item II, question 3. Two (2) or 5 % of forty (40)

respondents always put what they read into their own words, eleven (11)

or 27.5 % often , twenty-two (22) or 54 % sometimes put what they read

into their own words, four (4) or 10 % rarely and one (1) or 2.5 % never

put what he reads into his own words.

4. I use what I read well in my written work

Table9

Table 9 presents the distribution of respondents based on the answers on

Item II, Question 4
 Frequency Percentage
Never 0 0
Rarely 4 10
Sometimes 18 45
Often 11 27.5
Always 7 17.5
Total 40 100

Figure 11

Figure 11 presents the distribution of respondents based on the answers

on Item II, question 4

Table 9 and Figure 11 present the distribution of respondents based

on the answers on Item II, question 4. Seven (7) or 17.5 % of the

respondents always use what they read well in their written work, eleven

(11) or 27.5 % often use what they read well in their written words,

eighteen (18) or 44 % sometimes, and four (4), occupying 10 % of the

respondents rarely use what they read well in their written words.

5. Losing place frequently

Table10

Table 10 presents the distribution of respondents based on the answers on

Item II, Question 5

Frequency Percentage
Never 4 10
 Rarely 2 5
Sometimes 32 80
Often 2 5
Always 0 0
Total 40 100

Figure 12

Figure 12 presents the distribution of respondents based on the answers

on Item II, Question 5

Table 10 and Figure 12 present the distribution of respondents

based on the answers on Item II, question 5. No respondent lose place

frequently while reading, two (2) or 5 % oftentimes lose place frequently in

reading, thirty-two (32) or 80 % sometimes, two (2), occupying 5 % of the

respondents rarely lose place in reading , and four (4) or 10 % of the

respondents never lose place frequently.

6. Blurring of text and / or letters too close together and /or

movement on page.

Table 11

Table 11 presents the distribution of respondents based on the answers on

Item II, Question 6

Frequency Percentage
Never 3 7.5
 Rarely 8 20
Sometimes 24 60
Often 5 12.5
Always 0 0
Total 40 100

Figure13.

Figure 13 presents the distribution of respondents based on the answers

on Item II, Question 6

Table 11 and Figure 13 present the distribution of respondents

based on the answers on Item II, question 6. No respondent always

experienced blurring of text, five (5) or 12.5 % of forty (40) respondents

often experienced blurring of text in reading, twenty-four (24) or 60 %

sometimes experienced blurring of text, eight (8) or 20 % of the

respondents rarely experienced blurring of text while reading, and three

(3) or 7.5 % of the forty respondents never experienced blurring of text in

reading.
7.Get tired quickly and /or get head aches

Table 12

Table 12 presents the distribution of respondents based on the answers on

Item II, Question 7

Frequency Percentage
Never 4 10
Rarely 10 25
Sometimes 19 47.5
Often 6 15
Always 1 2.5
Total 40 100

Figure 14.
 Figure 14 presents the distribution of respondents based on the answers
on Item II, Question 7

Table 12 and Figure 14 present the distribution of respondents

based on the answers on Item II, question 7. One (1) or 2.5 % of the

respondents always get tired quickly in reading, six (6) or 15 % of them

often get tired quickly in reading, nineteen (19) or 47.5 % sometimes, ten

(10) occupying 25 % of forty (40) respondents rarely get tired quickly in

reading, and four (4) or 10 % never get tired quickly in reading.

8. Need to read same text several times.

Table 13

Table 13 presents the distribution of respondents based on the answers on

Item II, Question 8

Frequency Percentage
Never 2 5
Rarely 4 10
Sometimes 27 67.5
Often 7 17.5
Always 0 0
Total 40 100

Figure 15
 Figure 15 presents the distribution of respondents based on the answers
on Item II, Question 8

Table 13 and Figure 15 present the distribution of respondents

based on the answers on Item II, question 8. No respondent always needs

to read the same text several times, seven (7) or 17.5 % of them often

read the same text several times, twenty-seven (27) occupying 67.5 %

sometimes read the same text several times, four (4) or 10 % rarely, and

two (2) or 5 % of the forty (40) never read the same text several times.

9. Slow reading

Table 14

Table 14 presents the distribution of respondents based on the answers on

Item II, Question 9

Frequency Percentage
Never 11 27.5
Rarely 5 12.5
Sometimes 20 50
Often 4 10
Always 0 0
Total 40 100

Figure 16

Figure 16 presents the distribution of respondents based on the answers

on Item II, Question 9
 Table 14 and Figure 16 present the distribution of respondents

based on the answers on Item II, question 9. No respondent always read

too slow, four (4) or 10 % often, twenty (20) or 50 % of the forty (40)

respondents sometimes read too slow, five (5) or 12.5 % rarely read too

slow, and eleven (11) or 27.5 % out of forty (40) respondents never read

too slow.

10. Reading too fast

Table 15

Table 15 presents the distribution of respondents based on the answers on

Item II, Question 10

Frequency Percentage
Never 1 2.5
Rarely 1 2.5
Sometimes 27 67.5
Often 9 22.5
Always 2 5
Total 40 100

Figure 17

Figure 17 presents the distribution of respondents based on the answers

on Item II, Question 10
 Table 15 and Figure 17 present the distribution of respondents

based on the answers on Item II, question 10. Two (2) or 5 % of the

respondents always read too fast, nine (9) or 22.5 % of forty (40) of them

often read too fast, twenty-seven (27) or 67.5 % sometimes read too fast,

one (1) or 2.5 % of the respondent rarely read too fast and one (1)

occupying another 2.5 % never read too fast.

11. Making sense of the text

Table 16

Table 16 presents the distribution of respondents based on the answers on

Item II, Question 11

Frequency Percentage
Never 0 0
Rarely 1 2.5
Sometimes 30 75
Often 8 20
Always 1 2.5
Total 40 100

Figure 18

Figure 18 presents the distribution of respondents based on the answers

on Item II, Question 11
 Table 16 and Figure 18 present the distribution of respondents

based on the answers on Item II, question 11. One (1) or 2.5 % of the

respondent always makes sense of the text he reads, eight (8) or 20 % of

them often makes sense of the text while reading, thirty (30) occupying 75

% of forty (40) respondents sometimes make sense of the text, one (1) or

2.5 % rarely.

12. Lack of concentration.

Table 17

Table 17 presents the distribution of respondents based on the

answers on Item II, Question 12

Frequency Percentage
Never 2 5
Rarely 2 5
Sometimes 30 75
Often 6 15
Always 0 0
Total 40 100
Figure 19

Figure19 Presents the distribution of respondents based on the

answers on Item II, Question 12

 Table 17 and Figure 19 Present the distribution of respondents

based on the answers on Item II, question 12. No respondent always had

lack of concentration, six (6) or 15 % oftentimes-experienced lack of

concentration, thirty (30) or 75 % out of 40 respondents sometimes have

lack of concentration, two (2) or 5 % rarely and two (2) occupying another

5 % never experienced lack of concentration .

13. Getting distracted

Table 18

Table 18 presents the distribution of respondents based on the answers on

Item II, Question 13

Frequency Percentage
Never 2 5
Rarely 1 2.5
Sometimes 29 72.5
Often 6 15
Always 2 5
Total 40 100

Figure 20

Figure 20 presents the distribution of respondents based on the answers

on Item II, Question 13
 Table 18 and Figure 20 present the distribution of respondents

based on the answers on Item II, question 13. Two (2) or 5 % of the

respondents are always getting distracted in reading, six (6) or 15 % are

often experienced getting distracted in reading, twenty-nine (29)

occupying 72.5 % sometimes, one (1) or 2.5 % out of 40 respondents

rarely experienced getting distracted in reading and two (2) or 5 % never

get distracted in reading.

14. Awareness of details.

Table 19

Table 19 presents the distribution of the respondents based on the

answers on item II Question 14

Frequency Percentage
Never 0 0
Rarely 2 5
Sometimes 30 75
Often 4 10
Always 4 10
Total 40 100

Figure 21

Figure 21 presents the distribution of the respondents based on the

answers on item II Question 14
 Table 19 and Figure 21 present the distribution of the respondents

based on the answers on item II question 14. Four (4) or 10 % of the

respondents are always aware of what they read, four (4) or 10 % often,

thirty (30) occupying 75 % out of 40 respondents sometimes get aware of

what they read, two (2) or 5 % rarely.

15. Connecting reading to prior knowledge.

Table 20

Table 20 presents the distribution of respondents based on the answers in

Item II, Question 15

Frequency Percentage
Never 1 2.5
Rarely 1 2.5
Sometimes 28 70
Often 8 20
Always 2 5
Total 40 100

Figure 22

Figure 22 presents the distribution of respondents based on the answers in

Item II, Question 15
 Table 20 and Figure 22 presents the distribution of respondents

based on the answers in Item II, question 15: two (2) or 5 % of the

respondents are always connecting reading to prior knowledge, eight (8)

or 20 % are often connecting reading to prior knowledge, twenty-eight

(28) occupying 69 % of 40 respondents are sometimes connecting reading

to prior knowledge, one (1) or 2.5 % rarely connects reading to his prior

knowledge and one (1) never .

16. Applying content to personal experience.

Table 21

Table 21 presents the distribution of respondents based on the answers in

Item II, Question 16

Frequency Percentage
Never 1 2.5
Rarely 1 2.5
Sometimes 30 75
Often 6 15
Always 2 5
Total 40 100

Figure23

Figure 23 presents the distribution of respondents based on the answers in

Item II, Question 16
 Table 21 and Figure 23 presents the distribution of respondents

based on the answers in Item II, question 16: Two (2) or 5 % out of 40

respondents are always applying content of the read text to personal

experience, six (6) or 15 % often, thirty (30) or occupying 74 % are

sometimes applying the content of the read text to personal experience,

one (1) or 2.5 % rarely and one (1) or 2.5 % never applies what he read

into personal experienced.

17. Time pressure.

Table 22

Table 22 presents the distribution of respondents based on the answers in

Item II, Question 17

Frequency Percentage
Never 1 2.5
Rarely 4 10
Sometimes 27 67.5
Often 8 20
Always 0 0
Total 40 100

Figure24

Figure 24 presents the distribution of respondents based on the answers in

Item II, Question 17
 Table 22 and Figure 24 presents the distribution of respondents

based on the answers in Item II, question 17: Eight (8) or 20 % of the

respondents are always getting time pressure in reading, eight (8) or

another 20 % often get time pressure, twenty-seven (27) or 67.5 % are

sometimes getting time pressure, four (4 ) or 10 % rarely experienced

getting time pressure in reading and one (1) never.

18. Getting bored

Table 23.

Table 23 presents the distribution of respondents based on the answers in

Item II, Question 18

Frequency Percentage
Never 2 5
Rarely 4 10
Sometimes 27 67.5
Often 4 10
Always 3 7.5
Total 40 100

Figure25

Figure 25 present the distribution of respondents based on the answers in

Item II, Question 18
 Table 23 and Figure 25 presents the distribution of respondents

based on the answers in Item II, question 18: Three (3) or 7.5 % of 40

respondents always get bored when reading, four (4) or 10 % are often

gets bored while reading, twenty-seven (27) or 67.5 % out of 40

respondents answered that they are sometimes get bored in reading, four

(4) or 10 % rarely and two (2) or 5 % never gets bored in reading.

19.Knowing what is relevant

Table 24

Table 24 presents the Distribution of the respondents based on the

answers in item 11, Question 19

Frequency Percentage
Never 0 0
Rarely 2 5
Sometimes 26 65
Often 9 22.5
Always 3 7.5
Total 40 100

Figure 26

Figure 26 presents the Distribution of the respondents based on the

answers in item 11, Question 19
 Table 24 and Figure 26 presents the Distribution of the respondents

based on the answers in item 11, question 19: there are three (3)or 7.5 %

of the respondents who know what is relevant in reading always, nine (9)

or 22.5 % often, twenty-six or 65 % sometimes and two (2) or another 5

% rarely knows what is relevant in the text they read.

20. Selecting the most important information

Table 25
Table 25 presents the distribution of respondents based on the answers in
Item II, Question 20

Frequency Percentage
Never 0 0
Rarely 1 2.5
Sometimes 23 57.5
Often 8 20
Always 8 20
Total 40 100

Figure 27

Figure 27 presents the distribution of respondents based on the

answers in Item II, Question 20
 Table 25 and Figure 27 presents the distribution of respondents

based on the answers in Item II, question 20: Eight (8) or 20 % of the

respondents are always just selecting the most important information

when reading, another eight (8) are often selecting the important

information, twenty-three (23) occupying 57.5 % sometimes and one (1) or

2.5 % rarely selects the important information while reading.

Table 26

Table 26 presents the frequency and percentage distribution of

respondents according to the answers on Item III, Questions 1-4.

Questions Frequency Percentage

R W Total R W Total
1 1 34 40 2.5 85 100
2 20 20 40 50 50 100
3 11 29 40 27.5 63.5 100
4 8 32 40 20 80 100
 Figure 28

Figure 28 presents the frequency and percentage distribution of

respondents according to the answers on Item III, Questions 1-4.

Table 26 and Figure 28 present the frequency and percentage

distribution of respondents according to the answers on Item III, questions

1-4; One (1) or 2.5 % out of 40 respondents has no reading and

comprehension, twenty (20) occupying 50% of the total number of the

respondents have poor reading and comprehension, eight (8) or 20 %

have satisfactory level of reading, and eleven (11) or 27.5 % of

respondents belong to the average level of reading comprehension.

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the main purpose of this study, the research

methodology, data gathering procedure and findings that are manifested

from the analysis of data gathered. It also includes the conclusions derived

from findings and the recommendations offered in accordance with the

conclusions.
Statement of the problem

This study aims to determine the possible reasons of a student’s

reading and comprehension deficiency and know the possible ways and

solutions to cope and improve these difficulties.

1. What is the demographic profile of the respondents in terms of:

1.1 Age

1.2 Gender

1.3 Grade level/ section

1.4 Manners of Reading

2. Factors affecting reading skills

2.1.1 Psychological factor

2.1.2 Difficulties in Pronouncing words

2.2 academic Factor

2.2.1 Lack of knowledge

2.2.2 Lack of assistance in Reading

3. How many students of SHS know how to read

1- no comprehension

2- poor comprehension

3- Average

4-satisfactory

4. Reading tutorials intervention

What are the implications of the findings of the study towards

improved reading comprehension of the SHS students in Nagyantok?

The study used the descriptive method of research survey or

questionnaire. The respondents were limited to forty (40) students of

Nagyantok SHS. The Study was conducted from September 18, 2017 to

March 7, 2018.
 A survey questionnaire was used to gather the data needed for the

study. The data were tallied, analyzed and interpreted using statistical

treatment of data such as frequency counts, percentage.

Summary of Findings

From the data gathered, the following were the study significant

findings are:

1.1 The number of the respondents are 40 out of 64 SHS of Nagyantok.

The age bracket of the respondents is 15-17 with 25% (N:10) 70%

(N:28) with the age of 18-20 and 5% (N:2) belong s to 21-23.

1.2 Out of 40 respondents 47.5% are male (N:19) while 52.5% (N:20)

were female.

1.3 The respondents in Grade 11 Has (N:19) while in Grade 12 has

52.5% (N:21)

1.4 In their manners of reading 80.5% of them read 1-2 times a day

while the 17.5% read their books 3-5 times a day.

2. Factors in reading skills

2.1 Psychological factor

Q1. Based on the data gathered there are 2 respondents who read fast

and accurately always, 18 read often and 19 students read sometimes.

Therefore, the students of Senior High School read fast and accurately

sometimes.

Q2. Based on the data gathered there are 3 respondents who took in

what they read always, 6 often, 30 sometimes and 1 rarely. Therefore

most of the students took in what they read sometimes.

Q3. There are 2 respondents who can put what they read into their own

words always, 11 often, 22 sometimes 4 rarely and 1 never: Most of the

respondents an put what they read into their own words sometimes.

Q5. There are two (2) respondents who lost place frequently often, 32

sometimes, 2 rarely and 4 never: most of the respondents sometimes

losing place frequently in reading.

Q6. In the data gathered there are 5 respondents blurring of text or

letters too close together and movement on page often when reading ,

24 sometimes, 8 rarely and 3 never: therefore most of the respondents

is sometimes blurring of text or letters and movement on page when

they are reading.

Q7. One respondent always get tired easily and get headaches when

reading, 6 are often, 24 are sometimes, 10 rarely and 4 are never:

therefore most of the respondents easily get tired and get headaches

sometimes when reading.

Q12. Six (6) respondents have lack of concentration often, 30 for

sometimes, two (2) rarely and two (2) for never: Therefore, most of the

respondents have lack of concentration sometimes.

Q13. 2 of the respondents are getting distracted always, 6often, 29

sometimes,, rarely and 2 never: most of the respondents getting

distracted often when reading.

Q16. There are 2 respondents applying content to personal experience

always, often, 30 sometimes, 1 rarely and I never: therefore the

respondents can apply content to personal experience sometimes

when reading.
Q17. In the data gathered 8 respondents have time pressure often in

reading, 27 sometimes, 4 rarely and 1 never. Therefore, most of the

respondents are having time pressure sometimes when reading.

Q18. Three (3) respondents are getting bored always while reading, 7

often, 27 sometimes, 7 rarely and 2 never: therefore most of the

respondents getting bored sometimes while reading.

2.2 Academic factor

Q.4. In the data gathered there are 7 respondents who can use what

they read well in their written work always, 11 often, 18 sometimes and

4 rarely: most of the respondents can use what they read well in their

written work sometimes.

Q.8 in the data gathered there are 7 respondents need often to read

same text several times, 27 sometimes, 4 rarely and 2 never: most of

the respondents need to read sometimes same text several times to

understand the text that they are reading.

Q.9 four (4) respondents are slow reading often, 20 are sometimes, 5

are rarely and 11 never: therefore the respondents read slow

sometimes to understand what they are reading.

Q.10 Two (2) respondents are fast in reading often, 20 sometimes, 5

rarely and 11 never. Therefore, the respondents read fast sometimes.

Q.11 1 respondents is making sense of the text always, 8 often, 30

sometimes and 1 never. Therefore, the respondents can make sense of

the text sometimes if they are reading

Q.14 based on the data gathered there are 4 respondents that aware of

details always when they are reading, 4 often, 30 are sometimes and 2
for never. So the respondents are aware of details sometimes when

they are reading

Q15 Based on the data gathered there are two (2) respondents who

can connect reading to prior knowledge always, 8 often, 28 sometimes,

1 rarely and 1 never. Therefore, the respondents can connect reading

to prior knowledge sometimes.

Q.19 there are 3 respondents who know what is relevant in reading

always, 9 often, 2 sometimes and 2 are rarely. Therefore, the

respondents know what is relevant sometimes when reading.

Q.20 based on the data gathered, 8 respondents are just selecting the

most important information always when reading, 8 are often, 23 are

sometimes and 1 rarely. Therefore, the SHS students respondents are

just selecting the most important details sometimes when reading.

III Reading Comprehension

While doing the research, we tested the respondents of their reading

comprehension. Then we found out that there are six (6) respondent

who have no comprehension, fifteen (15) with 37.5% poor

comprehension, 11 average, 8 satisfactory: therefore 37.5 % of the

respondents of senior high school students have poor reading

comprehension.

IV. Reading Tutorials

1. Based on the data gathered 28 of the respondents said that there is

a need of reading tutorials in Nagyantok High school and 11 said no.

2. Thirty-four (34) of the respondents said yes that they think reading

tutorials are effective in improving student’s comprehension skills and

4 said “no” that reading tutorials are not effective.

3. Thirty (30) of the respondents says yes that conducting reading

tutorials give benefit to the student’s learners and 9 says no that

reading tutorials doesn’t give benefit to the students.

4. 31 of the respondents say yes that reading tutorials help the

students improve their reading comprehension and 8 says no.

Conclusion

I. the number of the respondents is 40 with 100%. 25% (N: 10) of them

belonged to 15-17 years old and 75% (N: 30) are belong to age bracket

18-23. Most of them where female with 52.5% (N: 20) and 47.5% (N:

19) are male. In their manners in reading 80.5% (N:32) of them read 1-

2 times a day while 17.5% read their book 3-5 times a day. Therefore,

the students of SHS of NHS are seldom in reading.

II. In Reading skills there are 2 factor that affects the reading and

comprehension skills of a student; the psychological and academic

factor that affect the reading skills of the students. In the finding, the

psychological factor has great effect to the students in their reading

skills.

III. There are only few students in Nagyantok Senior High School who

have good reading comprehension skills most number of students do

read properly but do not understand the text they are reading.

Utilizing Reading selections and providing some questions is a better

way in measuring students reading and comprehension skills.

Recommendation
 On the basis of the findings and the conclusions drawn, the

following are strongly recommend.

I. for the students of Nagyantok Senior High School, they should strive

and find times to read more books to improve their reading skills and to

become knowledgeable in reading.

II. For the Nagyantok Senior High School students they need to put

attention more in reading and analyzed what you read. And the

researchers recommend that there is a need of reading tutorials in this

school because the students have poor reading comprehension.

III. The researchers strongly recommend that there is a need of reading

tutorial as intervention for improving reading comprehension of senior

high students in Nagyantok high school

IV. The researcher recommend to the teacher of Nagyantok senior high

school Reading tutorials should be conducted at least once in month

to help students improve reading skills. At least conduct reading and

analyzing activities in every English class to develop students’

comprehension skills.

V. To the researchers a similar study should be focusing on the

effectiveness of reading tutorials as intervention to improve Senior

High School students’ reading comprehension.

 BIBLIOGRAPHY

Adams Marilyn McCord (1994). “Beginning to Read: Thinking and

Learning
about print. Cambridge, Mass: MIT

Tompkins, G. E. (2011) “Literacy in the early grades: A Successful start

for
prek-4 readers, Boston, Pearson.

Pearson, p. David “ The Roots of Reading Comprehension Instruction,”

University of California, 2013

Cris Tovani; “I read it but I don’t get it”

Susan Zimmerman (1997); “Seven Keys to Comprehension”

Susan Zimmerman, Ellin Oliver Keene (1997); “Mosaic of Thoughts”

 Webliography

http:// www. Journal of Research in Reading

http:// www. Speedread info.com/

http://www.google.com.ph/amp/definitelyfilipino.com/blog/reading
comprehension-ofstudents/amp/
 APPENDIX A

Republic of the Philippines

Department of Education
Region III
Division of Zambales
District of Subic
NAGYANTOK HIGH SCHOOL
Sitio Matang-ib, Cawag, Subic, Zambales

Mr. LINO F. MERCADO

Principal 1
Nagyantok High school

Sir:

Good day!

We are presently conducting a study entitled ““Reading Tutorials as

Intervention for Improving Reading Comprehension of Senior High
Students in Nagyantok High School SY: 2017-2018” as a final
requirement for Practical Research II.
In view of this, may we request your good office to allow us to administer
the survey questionnaire to the respondents and conduct interview with
them. The respondents include the Senior High School Students.

We hope this will merit your kind approval.

Respectfully yours,

REALY ABILA LEAH LAYA

LARRY MARK BAS-IL APPLE JOY DE

JESUS

Noted by:

JOSE ABELLA LEYCO

Teacher

APPENDIX B

Republic of the Philippines

Department of Education
Region III
Division of Zambales
District of Subic
NAGYANTOK HIGH SCHOOL
Sitio Matang-ib, Cawag, Subic, Zambales

Dear Respondents,

Good Day!
The researchers are presently conducting a study entitled
“Reading Tutorials as Intervention for Improving Reading
Comprehension of senior High School Students in Nagyantok High
School Sy: 2017-2018” as a final requirement for Practical Research II
leading to graduation.
Thank You for your time and cooperation.
Respectfully yours,

REALY ABILA LEAH LAYA

LARRY MARK BAS-IL APPLE JOY DE

JESUS

Noted by:

JOSE ABELLA LEYCO

Teacher

APPENDIX C

Republic of the Philippines

Department of Education
Region III
Division of Zambales
District of Subic
NAGYANTOK HIGH SCHOOL
Sitio Matang-ib, Cawag, Subic, Zambales

SURVEY QUESTIONAIRE

The researchers are presently conducting a study entitled

“Reading Tutorials as Intervention for Improving Reading
Comprehension of Senior High School students in Nagyantok High
School SY: 2017-2018”. In relation to this, may we request that we be
provided the needed data by means of answering the questions below? Be
informed that all your answer will be treated confidentially by the
researchers.

This questionnaire contains some questions that need to be answered by

the research subject/respondents.
I. Demographic Profile
a. Name:___________________________________________________________
(Optional)

b. Age: _________________

c. Gender:

d. Grade Level/ Section:

e. Manners in Reading:

 How often do you read books in a day?

___1-2 times a day ___3-5 times a day More (Specify) ___

II. Reading Skills

Please check in the blank your response to the following statements

below.

1. I read fast and accurately.

____Always ____Often ____Sometimes ____Rarely ____Never

2. I take in what I read.

____Always ____Often ____Sometimes ____Rarely ____Never

3. I can put what I read into my own words.

____Always ____Often ____Sometimes ____Rarely ____Never

4. I use what I read well in my written work.

____Always ____Often ____Sometimes ____Rarely ____Never

5. Losing place frequently

____Always ____Often ____Sometimes ____Rarely ____Never

6. Blurring of text and/or letters too close together and/or movement on

page

____Always ____Often ____Sometimes ____Rarely ____Never

7. Get tired quickly and/or get headaches.

____Always ____Often ____Sometimes ____Rarely ____Never

8. Need to read same text several times.

 ____Always ____Often ____Sometimes ____Rarely ____Never

9. Slow reading

____Always ____Often ____Sometimes ____Rarely ____Never

10.Reading too fast

____Always ____Often ____Sometimes ____Rarely ____Never

11.Making sense of the text

____Always ____Often ____Sometimes ____Rarely ____Never

12.Lack of concentration

____Always ____Often ____Sometimes ____Rarely ____Never

13.Getting distracted

____Always ____Often ____Sometimes ____Rarely ____Never

14.Awareness of details

____Always ____Often ____Sometimes ____Rarely ____Never

15. Connecting reading to prior knowledge

____Always ____Often ____Sometimes ____Rarely ____Never

16. Applying content to personal experience

____Always ____Often ____Sometimes ____Rarely ____Never

17. Time pressure

____Always ____Often ____Sometimes ____Rarely ____Never

18.Getting bored

____Always ____Often ____Sometimes ____Rarely ____Never

19. Knowing what is relevant

____Always ____Often ____Sometimes ____Rarely ____Never

19. Selecting the most important information

____Always ____Often ____Sometimes ____Rarely ____Never

III. Reading Comprehension

Read the selection below and answer the following question.

 Most people occasionally suffer from the common cold. Although a
cold is rarely serious, it can be uncomfortable and downright annoying.
The first signs of a cold are a runny nose and sneezing, which are often
followed by coughing, headache, fatigue, sore throat and sometimes
chills. Usually, no fever involved.
Colds are caused by viruses. As many as 200 different viruses can
cause colds. Colds are passed from one person to another. In fact,
people can be carriers of cold viruses without having cold symptoms
themselves. It takes only a short time to catch a cold from another
person as little as one to four days. Many colds are contracted in the Fall,
and cold epidemics can continue throughout the winter months.
Scientists believe most colds occur during the cooler months because
people spend more time indoors and have closer contact with people
carrying cold viruses. No medicine is available that can cure the cold.
Cold medicines simply help relieve cold symptoms. The most common
treatment is resting and drinking fluids.

QUESTIONS:

1. Which of the following is the direct cause of cold?

A. contact with a sick person
B. staying indoors
C. a virus
D. cold weather
2. Which of the following is an effect of a cold?
A. A higher fever
B. Being confined to bed
C. Headache and tiredness
D. Drinking more fluids
3. According to the selection, which of the following causes people to
catch colds?
A. Change of seasons
B. Contact with someone carrying the cold virus
C. Being outside in cold weather
D. Sneezing and coughing

4. Which of the following helps cure a cold?

A. Getting plenty of rest
B. Taking cold medicine
C. Staying indoors
D. None of the above

IV. Reading Tutorials Intervention

1. Is there a need of a reading tutorials in your school?

____Yes ____No
2. Do you think reading tutorials are effective in improving students
reading comprehension skills? ____Yes ____No

If Yes, Why?

3. Will conducting reading tutorials give benefit to the

students/learners? ____Yes ____No

If Yes, Why?

4. Does reading tutorials help the students improve their reading

comprehension? ____Yes ____No

If Yes, Why?
APPLE JOY TAMBAL DE JESUS
Matang-ib, cawag, Subic, Zambales
Email: [email protected]
Contact No:

OBJECTIVES:

PERSONAL INFORMATION:
Date of Birth: august 7, 1998
Place of Birth: Jintotolo, Balud, Masbate
Ciizenship: Filipino
Height: 5’4
Weight: 46 kg.
Sex: Female
Civil Status: single
Language/Dialect: English, Tagalog, Ilonggo
Religion: Catholic
Father’s Name: Arnulfo A. Apostol
Occupation: Marker
Mother’s Name: Jessel D. Lavadia
Occupation: Housewife

Person to be contacted in case of emergency: Jessel D. Lavadia

Address: Nagyantok, Cawag, Subic zambales
Contact No: 09501619512

EDUCATIONAL BACKGROUND: secondary: Nagyantok Senior High

School
Address: Nagyantok CAWAG, Subic, Zambales
Primary: Canti. Elementary school
Address: Balud, Masbate
S.Y 2011-2012

CHARACTER RFERENCES:
Name: Policarpa Continedo
Occupation: Brgy. Kagawad
Address: Cawag Subic Zambales

Name: Rose Ann Orayan

Occupation: Brgy. Kagawad
Address: Nagyantok, Cawag, Subic, Zambales

I here certify that the above information is true and correct to the
best of my knowledge and belief.

APPLE JOY T. DE JESUS

Applicant’s Signature
LEAH LIMMICNA LAYA
Matang-ib, cawag, Subic, Zambales
Email: [email protected]
Contact No: 0909504519

OBJECTIVES:

PERSONAL INFORMATION:
Date of Birth: June 12, 1999
Place of Birth: Ifugao
Ciizenship: Filipino
Height: 5’3
Weight: 50 kg.
Sex: Female
Civil Status: single
Language/Dialect: English, Tagalog, Ilocano
Religion: Born Again Christian
Father’s Name: Jaime H. Laya Sr.
Occupation: Farmer

Person to be contacted in case of emergency: John Laya

Address: Nagyantok, Cawag, Subic, Zambales
Contact No: 09202470657

EDUCATIONAL BACKGROUND:
secondary: Nagyantok Senior High School
Address: Nagyantok Cawag, Subic, Zambales
S.Y: 2015-2016
Primary: Dagupan Elementary School
Address: Dagupan, Quezon Nueva Vizcaya
S.Y 2011-2012
CHARACTER RFERENCES:
Name: Joey A. Leyco
Occupation: Teacher
Address: Mangan-Vaca, Subic Zambales

Name: Rose Ann Orayan

Occupation: Brgy. Kagawad
Address: Nagyantok, Cawag, Subic, Zambales

I here certify that the above information is true and correct to the
best of my knowledge and belief.

LEAH L. LAYA

Applicant’s Signature

REALY GRATEJA ABILA

Matang-ib, cawag, Subic, Zambales
Email: [email protected]
Contact No:09109451956

OBJECTIVES:

PERSONAL INFORMATION:
Date of Birth: Febuary 13, 2000
Place of Birth: Subic Zambales
Ciizenship: Filipino
Height: 5
Weight: 46 kg.
Sex: Female
Civil Status: single
Language/Dialect: English, Tagalog
Religion: Catholic
Father’s Name: Tammy Abila
Occupation: welder
Mother’s Name: Edna G. Abila
Occupation: Housewife

Person to be contacted in case of emergency: Tammy Abila

Address: Matang-ib, Cawag, Subic zambales
Contact No: 09108059695

EDUCATIONAL BACKGROUND: secondary: Nagyantok Senior High

School
Address: Nagyantok CAWAG, Subic, Zambales
S.Y 2015-2016
Primary: Nagyantok Elementary school
Address: Nagyantok CAWAG, Subic, Zambales
S.Y 2011-2012

CHARACTER RFERENCES:
Name: Policarpa Continedo
Occupation: Brgy. Kagawad
Address: Cawag Subic Zambales

Name: Rose Ann Orayan

Occupation: Brgy. Kagawad
Address: Nagyantok, Cawag, Subic, Zambales

I here certify that the above information is true and correct to the
best of my knowledge and belief.

REALY G. ABILA

Applicant’s Signature

LARRY MARK S. BAS-IL

Matang-ib, cawag, Subic, Zambales
Email: [email protected]
Contact No: 09504525173

OBJECTIVES:
PERSONAL INFORMATION:
Date of Birth: October 8, 2000
Place of Birth: Tabuc City, Kalinga
Ciizenship: Filipino
Height: 5’4”
Weight: 50 kg.
Sex: Male
Civil Status: single
Language/Dialect: English, Tagalog, Ilocano, kalinga
Religion: Church of Christ
Father’s Name: Augusto P. Bas-il
Occupation: marker
Mother’s Name: Rosa S. Bas-il
Occupation: Housewife

Person to be contacted in case of emergency: Augusto Bas-il

Address: Matang-ib Cawag,Subic Zambales
Contact No: 09086825636

EDUCATIONAL BACKGROUND:
Secondary: Nagyantok Senior High School
Address: Nagyantok CAWAG, Subic, Zambales
S.Y: 2015-2016
Primary: Nambaran Elementary school
Address: Kalinga
S.Y 2011-2012

CHARACTER RFERENCES:
Name: Policarpa Continedo
Occupation: Brgy. Kagawad
Address: Cawag Subic Zambales

Name: Rose Ann Orayan

Occupation: Brgy. Kagawad
Address: Nagyantok, Cawag, Subic, Zambales
 I here certify that the above information is true and correct to the
best of my knowledge and belief.

LARRY MARK BAS-IL

Applicant’s Signature