CHAPTER III: METHODOLOGY
Research Design
This study utilized a descriptive quantitative research design to determine the factors
affecting the reading readiness of Grade VI learners. Descriptive research is appropriate for
this study as it seeks to systematically describe the current situation of the learners in terms
of their reading readiness and the influencing factors without manipulating any variables.
The data were collected using a structured questionnaire, and results were analyzed
statistically.
Locale of the Study
The study was conducted at [Insert School Name], located in [Insert Barangay, Municipality,
Province]. The school was selected because of the observed challenges in reading
performance among learners, as reflected in their Philippine Informal Reading Inventory
(Phil-IRI) results.
Target Population and Sampling Technique
The respondents of this study were Grade VI pupils from [Insert School Name] during the
[Insert School Year, e.g., School Year 2024–2025]. The selection of respondents was based
on the results of the Phil-IRI assessment, which served as the official reading diagnostic tool
used by the Department of Education to assess learners’ reading proficiency.
According to the most recent Phil-IRI results:
- 6 pupils were identified as non-readers, and
- 12 pupils were categorized under the instructional level.
Thus, a total of 18 pupils were purposely selected as respondents. The use of purposive
sampling was deemed appropriate, as the study specifically focused on learners with below-
grade-level reading proficiency who are in need of targeted support and intervention. The
selection was guided solely by their assessed reading levels to ensure the relevance of the
gathered data to the study objectives.
Research Instrument
The researcher developed a structured questionnaire to identify and evaluate the factors
that may affect the reading readiness of Grade VI learners. The instrument underwent
expert validation by reading specialists and education professionals to ensure its clarity,
relevance, and reliability.
The questionnaire was divided into two parts:
- Part I: Learners’ Profile – This section includes items on the respondents’ age, gender,
number of siblings, parental educational background, and reading habits at home.
- Part II: Factors Affecting Reading Readiness – This section is composed of several
statements categorized under four domains:
1. Home Environment (e.g., parental involvement, availability of reading materials)
2. School and Instructional Support (e.g., teaching strategies, reading programs)
3. Learner’s Attitude and Motivation (e.g., interest in reading, confidence)
4. Exposure to Print and Technology (e.g., use of books, TV, internet for learning)
Each item was rated using a 4-point Likert scale:
- 4 – Strongly Agree
- 3 – Agree
- 2 – Disagree
- 1 – Strongly Disagree
The reliability of the instrument was tested using Cronbach’s Alpha, ensuring internal
consistency of responses.
Data Gathering Procedure
1. A formal letter was sent to the School Head of [Insert School Name] to seek permission to
conduct the study and access Phil-IRI results for the selection of respondents.
2. Upon approval, the Phil-IRI results were reviewed, and pupils categorized as non-readers
and instructional readers were identified.
3. Consent letters were distributed to the parents/guardians of the identified pupils,
explaining the nature and purpose of the study.
4. After securing parental consent, the validated questionnaires were administered to the
selected respondents during a scheduled session.
5. The researcher guided the pupils in answering the questionnaire, ensuring that all items
were understood and completed properly.
6. The accomplished questionnaires were collected immediately for processing and
analysis.
Statistical Treatment of Data
The following statistical tools were used in the analysis of data:
- Frequency and Percentage – to describe the demographic profile of the respondents.
- Weighted Mean – to determine the average rating for each factor affecting reading
readiness.
- Ranking – to identify the most and least influential factors as perceived by the
respondents.
- Interpretation Scale – used to quantify the level of agreement with each factor:
Range Interpretation
3.26–4.00 Strongly Agree
2.51–3.25 Agree
1.76–2.50 Disagree
1.00–1.75 Strongly Disagree
