Notes on Reading Comprehension in Core Science Subjects (Senior High School, Calamba)

Reading Comprehension: Definition and Significance

Reading comprehension is the ability to go beyond word-by-word decoding to derive a meaningful understanding from text, translate its essence into one’s own words, and relate it to life experiences. It encompasses defining terms, creating an idea from what is read or heard, and applying the text in real life. This skill is a foundation of effective communication and learning, particularly in science where comprehension affects interpretation of concepts, procedures, and data.

Key Concepts in Reading Comprehension

Two vital elements underpin reading comprehension: (1) Vocabulary Knowledge—the depth of word understanding (definitions, pronunciation, spelling, synonyms) and (2) Text Comprehension—the ability to relate text to one’s experiences and to form a coherent mental representation of the content. The literature identifies five major components essential for proficient reading: $ext{Phonics}, ext{Phonemic Awareness}, ext{Vocabulary}, ext{Fluency}, ext{Comprehension}$. Phonics links written words to sounds; Phonemic Awareness is manipulating phonemes; Fluency bridges word recognition and understanding; Comprehension involves questioning, visualization, and summarization of the text.

Reading Comprehension in Science: Context and Implications

National assessments show Philippine performance in reading comprehension and science trails behind many peers, with poverty and resource limitations contributing to cognitive and social development gaps. In science, reading ability influences how students answer exams and engage with scientific texts. The literature emphasizes integrating reading practice with science content, and highlights the importance of mother-tongue proficiency before mastering a second language (English) to improve comprehension.

Major Frameworks and Components

Imam (2014) and Lin (2010) frameworks were used to categorize readers and assess comprehension with graded readers. Imam’s categorization defines Mastery as a score of $ext{Mastery} \ge 75\%$, Near Mastery as $50\% \le ext{Near Mastery} \le 74\%$, and Low Mastery as $ext{Low Mastery} \le 49\%$. Lin’s work on graded readers explored cognitive skills and gender differences in reading, showing, for example, female readers often outperform males in reading tasks and benefit from strategies that translate unfamiliar words (e.g., using the reader’s mother tongue for meaning).

Research Design and Instruments

The study used a descriptive-survey approach with 115 Grade 11 students in a private Calamba City school during 2020-2021. Data were collected online via Google Forms. Three reading passages corresponding to core science subjects were used at different difficulty levels:

• Upper Beginner level: GM Food (5-point Reading Comprehension, 15-point Story Recreation, 5-point Vocabulary Matching)

• Intermediate level: The Most Amazing Structures on Earth (Reading Comprehension 10, Vocabulary 10)

• Upper Intermediate level: Causes of Flood (Pre-reading Comprehension 10, Reading 10, Practice 10)
  The score percent for each student was computed using:
  $P = \frac{F}{N} \times 100$
  Where $F$ is frequency of correct responses and $N$ is the number of items. Overall reading ability was summarized by:
  $\text{Ave} = \frac{R}{N<em>i} \times 100$ Where $R$ is the raw score and $Ni$ is the number of items. Data were analyzed via frequency/percentage and averages to determine reader categories.

Participant Characteristics and Sampling

The sample consisted of 115 Grade 11 students from a private school in Calamba City. Stratified random sampling by strand was used. Slovin’s formula (with a 5% margin of error) determined the sample size for subgroups, yielding 115 respondents overall.

Key Findings: Reading Skills in Core Science Subjects

• Overall reading comprehension categories: $ext{Mastery} = 7\%,$ $ext{Near Mastery} = 49\%,$ $ext{Poor Mastery} = 44\%.$ These results align with broader assessments showing low average performance in reading and science.

• By subject area (life sciences, earth sciences and disaster risk reduction): Mastery levels were low, with Life Sciences at $7\%$ Mastery, Earth Science and Disaster Risk Reduction at around $4\%$ Mastery, and many students in the poor mastery range across subjects.

• The study also noted that online platforms were the preferred reading medium for Mastery readers, with all Mastery readers favoring online reading; overall, about $75\%$ preferred online formats.

• Confidence in reading: 100% of Mastery readers self-identified as “good” readers; confidence was linked to higher performance in some cases but did not guarantee mastery.

Factors Affecting Reading Comprehension

• Track/Strand differences: Academic track vs Technical-Vocational track showed limited Mastery in both, with 5% Mastery in Academic and 9% in Technical-Vocational; however, a larger share of Mastery readers appeared among the Technical-Vocational group, suggesting discipline-specific factors.

• Gender differences: Mastery readers were more often female (approximately $14\%$) than male (approximately $3\%$), while a majority of male readers fell into the Poor Mastery category (around $54\%$).

• Reading medium and environment: Online platforms were favored by Mastery readers, while a noisy environment was reported as a major mood-disruptor affecting reading performance by many students (about $79\%$).

Discussion and Implications

• The results corroborate concerns about reading difficulties in science within the Philippine context and highlight the need for remediation that leverages online platforms, given the students’ stated preferences.

• Confidence-building in reading is important, as self-perceived reading ability correlates with performance and willingness to engage with texts.

• Remediation approaches should incorporate technology-enabled reading practice, vocabulary development, and strategies for reducing classroom noise and other distractions.

Conclusions

• The study found overall low mastery levels in reading comprehension among senior high school students in core science subjects, with only achieving Mastery, $49\%$ near mastery, and poor mastery.

• Mastery readers tended to be female and favor online reading platforms; many Mastery readers perceived themselves as good readers, suggesting confidence as a contributory factor.

• A significant share of students struggled most in Life Sciences and Earth Science/Disaster Risk Reduction, likely due to vocabulary load and text complexity.

• The findings support the use of online remediation modules to enhance reading comprehension in science, indicating that building student confidence is crucial for improving outcomes.