DOI: 10.3886/e240141v1
title: INCREASING THE LEVEL OF READING PROFICIENCY OF GRADE 7 STUDENTS THROUGH THE IMPLEMENTATION OF ENGLISH READING PROGRAM

description: The purpose of this study is to determine the Increasing Level ofReading Proficiency of grade 7 students through implementation of English ReadingProgram in Bucal National Integrated School. The findings of this study aim to provide acomprehensive understanding of the effectiveness, readability and level of readingProficiency of grade 7 students after the implementation of English reading program. Thestudy involves of Grade 7 students total of 494 from the eleven (11) sections in BucalNational Integrated School. The study's findings revealed that Grade 7 students had thecapability to read and comprehend what they read. There are no non-readers from thepost-test with less frustration. It implied that improvements have occurred. Using thecontextualized learning materials at the end of the assessment indicated a move towardsimprovement of Grade 7 students reading comprehension. The outcome of this researchwill be a big contribution to the school and development of the students towards theirreading comprehension for a better academic outcome. Overall, this study aim to informthe educators, parents and the students about the importance of reading comprehension.By recognizing and addressing this challenges effectively, educational stakeholders canhelp improve the academic outcomes and overall well-being of Grade 7 students.
description: <b>Fixed Weights for Calculation.</b>Weights were assigned to the proficiency levels to calculate the Weighted Mean (Frustration=1, Instructional=2, Independent=3).
description: Presence of Common Scales: <b>Likert-type/Ordinal Scale.</b>The calculated Weighted Mean is interpreted using a three-point scale: <b>1.00-1.66 (Frustration), 1.67-2.33 (Instructional), 2.34-3.00 (Independent).</b>
description: The study involved a <b>total population sampling</b> of all Grade 7 students (N=494) from the eleven sections at Bucal National Integrated School. As the intervention was applied to the entire cohort, this represents a population of convenience within the school setting.
description: All Grade 7 Junior High School students enrolled in integrated schools in the Philippines, who are participating in or candidates for a reading intervention program to address reading proficiency levels (Frustration, Instructional, and Independent). Smallest Geographic Unit: Bucal National Integrated School, Maragondon, Cavite, Philippines.
description: on-site questionnaire; other; paper and pencil interview (PAPI); Data were collected using a <b>standardized reading comprehension assessment tool</b> administered to the respondents in a <b>pre-test/post-test</b> design. The analysis relies on aggregating student scores to determine the frequency counts for three proficiency levels: Frustration, Instructional, and Independent. The final statistical outputs presented in the data are <b>Weighted Mean</b> and <b>Descriptive Level</b> scores for each section, calculated based on these frequencies. <b>The data reflects performance after the implementation of the English Reading Program.</b>