THE EFFECTS OF QUESTIONING TO UNDERSTAND REMEMBER ON

THE EFFECTS OF “QUESTIONING TO UNDERSTAND REMEMBER” ON THE READING COMPREHENSION OF GRADE 9 STUDENTS IN SAN JOSE NATIONAL HIGH SCHOOL SY 2014 -2015 by ALBERTO C. VELASCO MARIO D. CAGUIOA JR.

Background of the Study Today’s children are luckier than before because of the fast growing technology. They don’t need to go to the libraries to look for answers to their questions. Right and then they can immediately seek answer to given questions using their computer or mobile phone. They don’t need to think, they just copy and paste the information they needed.

Because of this fast growing technology, the children are no longer interested in reading stories, pocket books, magazine, newspapers, etc. What you can often see among them is cell phones, tablet, or laptop. They may either be sending text messages, chatting, playing video games or facebook during their leisure time. Even though these gadgets are vital nowadays still the reading skills of the students are equally significant that need to be developed. Success in school and in life depends to a large extend on one’s ability to read.

Villamin, Salazar and Gaitmaitan (1987) defined reading as an active dialogue between the author and the reader and is the basic tool for learning in all subjects. �

�These reading experts explain that reading is a subtle and complex process that involves five strategies: sensation, perception, comprehension, application, and integration. It is a process of thinking, evaluating, imagining, reasoning, and problem solving. � Umblas (2001) remarked that reading is the process of making and getting meaning from printed word symbols.

�Purves (1992) has suggested that their goal, as teachers, , is to develop a student who can �(a) read � (b) write ; and �(c) know something about the cultural aspects of literature and language.

Stearns (2012) stated that reading comprehension is critical to understanding written communication. �

�Many new high school students arrive on campus lacking the preparation to successfully pursue secondary education. Like during the last Phil-IRI, the researchers discover that there a number of incoming grade 7 students who have difficulty in reading words and there are still who are found to be non-readers.

Phil-IRI-Oral Test SY 2014 -215 level Student tested frustration instructional independent Non-reader Grade 7 765 163 545 78 90 Grade 8 Grade 9

�. This finding is not new because yearly we encounter this kind of problem and remediation have been done to help these students to cope with their academic subjects. Remediation is the most common approach used by schools to assist students who possess weak academic skills. Martorell and Mc. Farlin (2007) remarked that providing remedial (also known as development) education is the primary way colleges and universities cope with students who do not have the academic preparation needed to succeed in college level courses.

�With the condition previously described, the researchers decided to conduct a study to find out the effects of “Questioning to Understand Remember Strategy” on the reading comprehension of Grade 9 students of San Jose National High School, S. Y. 20142015.

Statement of the Problem � � This study aimed to find out the effects of “Questioning to Understand Remember” on the reading comprehension of Grade 9 students of San Jose National High School, S. Y. 2014 -2015. � � To arrive at the solution to this problem, this study attempted to answer the following specific problems:

1. What is the reading level of Grade 9 students at: 1. 1 the start of the school year? 1. 2 After the fourth quarter? 2. What are the reading difficulties of the Grade 9 students? 3. Are there significant effects of “Questioning to Understand Remember Strategy” on the reading comprehension of Grade 9 students of San Jose National High School?

Reading Comprehension Questionnaire THE BEST ATHLETES IN THE WORLD When it comes to the best athletes in the world, animals have us beat. The strongest human weightlifter can lift about four times of his or her own weight. An ant can pick up and carry 50 times its own weight. When it comes to swimming, people definitely don’t come in first. Olympic swimmers can reach speeds around 5 miles per hour. A tiny shrimp swims at around 5 miles per hour. But the fastest swimmer is the sailfish. It has been recorded going as fast as 68 miles per hour! The fastest runner is the cheetah. It can run at speeds of up to 70 miles per hour. The fastest a person can run is about 27 miles an hour. Compared to other animals, people do the best in long jump. A person can jump about 30 feet. The kangaroo stills wins, though. A kangaroo can jump about 43 feet.

Questions: �Who can beat the best athletes in the world? �What animal/insect can pick up 50 times its own weight? �What defeat even the Olympic swimmers? �What animal is considered the fastest runner? �What animals can beat me in the long JUMP? �What is the topic of the selection �In which Olympic sports do you want to be good? Why?

� � � � � Reading Comprehension No. of correct response No. of questions Level Independent Instructional Frustration X 100 comprehension 80 -100% 59 -79 58% below

Significance of the study �Being able to read fluently and articulately is not enough; students must need to develop their reading comprehension to ensure better academic achievement

�With this view, therefore the result of this study will be very significant to the following: � To the students: This could serve as an encouragement to enhance their reading skills and to value the importance of reading more widely for academic improvement.

�To the teachers of English /School: The result of this study could provide baseline data for planning and implementing remedial lessons in reading. �To the parents: This could serve as a reminder of their responsibility toward their children and to monitor their reading activities at home.

�To other researchers. They could expand and/ or replicate this present study

Method of Research �The descriptive method will be used in this study. It describes and interprets “what is” � Since the present study aims to identify the effects of “Questioning to Understand Remember strategy” on the reading comprehension of Grade 9 students, the descriptive method is considered the most suitable method to use in obtaining the needed facts leading to the right solution to the problem.

Respondents � The respondents of this research study are the Grade 9 students who are identified as slow readers or non-readers in San Jose National High School in SY 2014 -2015.

Data Collection and Procedures GRADE 9 PRE-TEST REMEDIATION POST-TEST

Treatment of Data The data gathered will be tallied, organized, classified, evaluated and discussed textually. To determine the effects of “Questioning to Understand Remember” on the Reading Comprehension of the grade 9 students in San Jose National High School, the t-test will be used in this study.

The formula is:

THANK YOU.