Chapter 1

INTRODUCTION

Background of the Study

Traditional models of learning have been generated by emerging technology in

today's society. People are in search of several new ways of learning, and online learning

is one of the most common methods. For several factors, the online form of education is

beneficial. It is really easy, because first of all, computer access and internet

connectivity can be used by people anywhere, such as at home, outside, or even on a

bus. This advantage is particularly important for individuals who live in remote rural

areas and are unable to attend or travel to school. Online learning is the study process

without needing to attend classes or seminars physically, and mobile learning is more

effective in helping to learn online. It is a good idea to take online lessons for children

according to Barone (2020). Watching discussion videos is more enjoyable for pupils

because they can enjoy learning. Online learning helps the reading comprehension skills

of the intermediate learners such as it allows them to be more interested in learning,

allowing them to learn through an online class, and promotes varieties of technology that

will improve their reading comprehension skills. 

Understanding the meaning of words, analyzing the points of view of the writers,

and striving to write and acquire an awareness of new words are all very significant

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reading skills that encourage understanding of reading (Ruiz, 2015). Comprehension is a

dynamic process that involves an active relationship between the background

understanding of the context of the students, the intent of the reading content, and the

level of vocabulary and language used by the authors in order to derive meaning from a

text (Fountas & Pinnell, 2001; Pardo, 2004; RAND Reading Study Group, 2002; Snow

& Sweet, 2003; Woolley, 2011). Cayubit (2012) stated in his study that it is considered

that any Filipino child with appropriate reading skills will have a greater chance of

success in school compared to a child with poor reading skills and, most often, those

with poor reading skills are diagnosed with a reading disability when properly tested.

Poor reading ability is demonstrated by poor understanding, incorrect pronunciations,

among others. It could affect the child's academic, social, and psychological growth if no

proper intervention is administered early. As such, it seems to be important to

adequately and accurately diagnose reading impairment as early as possible because for

all students, reading comprehension is a critical learning skill (Clarke, Truelove, Hulme,

& Snowling, 2013), since it is "the process of extracting and constructing meaning

simultaneously through interaction and collaboration with written language" (the Rand

Reading Study Group, 2002, p. 11). Other studies have explored the effect of using

technology on understanding reading, noting that using technology increases the

understanding of reading students (e.g., Lenhard, Baier, Endlich, Schneider, and

Hoffman, 2013; Delancruz, 2014). For instance, Redcay and Preston (2016) explored the

effect of using teacher-guided iPad app guidance on second graders' reading fluency and

comprehension skills. The findings of these studies suggest that there is a positive

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relationship between the attitudes of reading students and the use of reading strategies.

In other words students with a positive attitude towards reading preferred to use the

reading technique as an aid in constructing a text's context.

Currently, the use of technological devices incorporated by the usage of the

internet has become a demand due to the presence of the CoronaVirus (COVID19) all

over the world. Stern (n.d.) states in his article that online learning is usually referred to

as “e-learning” and it is usually offered a synchronous and asynchronous type of learning.

Wherein it becomes one of the major sources now in learning, and due to this, many

educational applications were developed and emerged thus, creating an atmosphere for

the learning and the teaching process. Online learning has a lot of benefits, thus online

learning can be a way to help children’s abilities. According to Kim (2020), video

platforms and other online platforms can benefit children’s learning skills when the

teachers use these tools appropriately. Furthermore, the various kinds of educational

applications are often involved in learning in an online class setting to teach and guide

the students in their learning, behavior, and improving their reading comprehension

skills. Some of them are YouTube Kids and Aesop’s Quest Application. Kumar (2018)

explains that YouTube Kids provides educational videos and other video content that

helps the children to inspire and improve their minds, while Aesop's Quest is a learning

game that provides reading comprehension exercises and was deliberately designed for

grade 2 to grade 6 pupils. To progress in the game and finish the level, the player of this

application needs to recall the elements of a story. This game helps the children to

develop their cognitive reading comprehension skills. The game's touch mechanic

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involves kids in a process of hands-on learning, incorporating kinesthetic learning, and

children learn a broad spectrum of reading skills, from the intent of the author to

contextual hints (Watson, 2019).  Through this explanation, and examples online learning

can give an opportunity to increase the reading comprehension skills of the primary

learners and can cause a positive effect on the reading comprehension of the learners.

Throughout the ages, technology manifested itself in different ways, and while it

has had a lot of little effects, it has always contributed to every era. As a result of these

contributions, technology has continuously and increasingly evolved to the point of

affecting most of the things we deal with every day. If we think about technology, it

directly refers to electrical devices such as computers, smart TVs, video game consoles,

and many other devices such as these, but all of these devices are the result of the

innovation that technology brings according to the ICTE Solutions Australia (n.d.).

Online learning has long been part of education. The coursework should be tailored to

suit each student's individual needs in order to help the student access knowledge. And

also, each teacher should have experience changing curricula in some way. Technology

today will help to make adaptation simpler and more streamlined. In online classes, many

of the advantages that online learning provides often extend to educational settings. The

design of online learning means that some of the problems in online learning help to

overcome are particularly important to online learners. As often occurs with online

classes, when teachers and students don't communicate with each other frequently in

person, it becomes even more important to provide a tool that helps pick up the slack. Lee

and Park (2008) claimed that online learning platforms reflect a plethora of difficult to

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categorize pedagogical and technical approaches. Instruction is modified at the macro

level by altering instructional objectives, delivery methods, or curriculum, providing

adaptation to several dimensions, including navigation, evaluation, and presentation. The

method is complex because it allows students to participate in a number of cognitive

tasks, procedures, and skills.  Moreover, there has been a strong focus on measuring the

effects of linking the use of ICT in terms of assessments of student learning or

achievement (Lewin, et al., 1999). By this explanation, it is assumed that when ICTs are

used properly to complement the current pedagogical philosophies of a teacher, particular

uses of ICT may have beneficial effects on student achievement. Although, some students

use technology to compensate for an area of weakness. In order to understand the text, it

is important that they be able to practice their other reading skills and teachers should

also specifically instruct all students about reading strategies.

Some researchers claim that there are disadvantages of technology in developing

a child's mind and reading comprehension. According to Vassileva (2012), e-learning has

some disadvantages compared to traditional learning. Some of them are the lower

efficiency of the learning process due to the lack of direct interaction and the inability of

each student to implement a personal teaching approach. In contrast to the traditional

classroom setting, some individuals perceive online education as inferior in quality. For

instance, reading difficulties have a negative effect on multiple aspects of students,

including their educational growth, self-esteem, reading and learning behaviors, reading

motivation, job preferences, social-economic status, and aspirations for potential good

reading (Sloat, Beswick, and Willms, 2007; Woolley, 2011). Moreover, critics also claim

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that the lack of personal interaction contributes to low student motivation. They also

argue that the lack of control causes students not to perform their tasks properly. Those

who do not have the ability to comprehend what they are reading are put at a

disadvantage in any circumstance of education and personal life (Blair, Rupley, &

Nichols, 2007). In conclusion, the disadvantages can be cured by the educational

institution, it sets high expectations and enrolls students, and hires teachers who are well-

suited to this form of education. 

Online classes can introduce a new set of knowledge and skills that can help the

children to learn, discover, enhance, and improve their reading comprehension skills and

other academic skills. Moreover, when technology applies to e-learning, it can often

extend to educational settings that can cause a positive impact on children's development.

Since technology is very abundant in today’s generation, specifically in today's situation,

education should not be set aside, and it should be a continuous process even though it is

different from traditional in order for the learners to develop and improve their literacy

skills specifically their reading comprehension.

Many studies have explored the effectiveness of online learning before we

adjusted from traditional to the new normal way of learning and they have often looked at

the positive effect of online learning in regards to the reading comprehension skills of

elementary learners, but they have not sufficiently explored its effectiveness with this

online-based learning. For instance, there are few recommended assessment strategies for

teachers in promoting reading comprehension.

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Theoretical Framework

The theoretical framework leading to this research is connected to the lens of the

transactional theory of Rosenblatt (1978). The contributions of Rosenblatt have greatly

influenced the area of understanding of reading. As a challenge to the notion that

objective sense only exists inside the print itself, her transactional theory has arisen

(Sanders, 2012; Marhaeni, 2016). Thus the theory of Rosenblatt emphasizes that meaning

can not be generated in isolation from the reader.

The definition of the Rand Reading Study Group and Snow (2002) is the same as

the explanations of Rosenblatt as they stress the importance of both the reader and the

text. To derive value from a specific passage. The method of reading comprehension,

therefore, involves an active transaction between readers, as the center of the reading

process, and the text in a specific context at a particular time, based on the transactional

principle, in order to acquire the meaning of the reading materials (Taylor, 2011;

Rosenblatt, 1982; Unrau and Alvermann, 2013).

Rosenblatt’s definition is the most relevant to the aim of this study as his theory

emphasizes that meaning can not be formed in isolation from the reader. Although the

Rand Reading Study Group and Snow, like Rosenblatt, state that interpretation of the

reading process is consistent with the concept of understanding of reading, there is no

distinction between the active transactions of the readers and the text. The transactional

theory claims that the process of reading comprehension needs an active transaction

between the readers, and the content of the text, to fully understand the text and the

reading materials. (Taylor, 2011; Rosenblatt, 1982; Unrau and Alvermann, 2013). 

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Rosenblatt’s Transactional Model of Literary Reading

According to Rosenblatt, the meaning does not individually exist only in the text

or in the readers, perhaps it requires an active interaction between the text and the

readers, to be able to produce the meaning of the text and to be able to acquire the

intended learnings of the text. In his transactional model (Fig.1), Rosenblatt shows the

three modes of reading, the story-driven, information-driven, and point-driven, also

shows the relationship between the situation, readers, and the text in the three modes of

reading. To some extent, a reading event is performed by readers. They've got

expectations about how literature works, for example, or about testing and educational

situations. They come with various forms and levels of expertise and come with a history

of texts from previous experiences. None of these, however, are impervious to the text

and situation's effect, and none remain unchanged by a specific reading. 

The texts do not exist in any objective sense (except as ink marks on a page) but

are created by readers in the process. By situation, it requires a range of forces external to

the text and the reader. In immediate physical and environmental environments, in

various social conditions in different analytical contexts, and with different task demands,

texts are read. In the transaction, both of these play positions. 

Information-driven reading is the kind of reading that has been investigated by

most conventional reading comprehension investigations. It is about what you take away

from reading, as Louise Rosenblatt says. Currently, she calls it 'efferent' reading. This

mode would appear to be used by a reader who is mainly after the facts'' of the text, who

wants to walk away with new knowledge. A "story-driven reading" is characterized by

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the reader's desire to enter a world of stories imaginatively. It is mainly concerned with

vicarious experience. In describing "aesthetic" reading, Rosenblatt notes that it is

concerned with "efferent" in comparison to "lived-through experience." reading. Again it

can be used with almost any text, and in any case, it can be used. Similarly, a reader

might have a pre-existing willingness to use this mode, especially if in the past he or she

has always felt relaxed and effective using it. Point-driven reading is the kind of reading

that we believe is most obviously provided by texts that are generally labeled "literary." It

is also by far the rarest among our readers, at least. The word "point" is adapted from the

work done on conversational storytelling by sociolinguists such as William Labov and

Livia Polanyi. When people listen to stories in normal conversation, they expect that a

point or a number of points will be made by the teller. They wait for the teller to "get at

something". Since we use the term "point" it is not equal to "moral" "theme" or "gist."

Generally, points are difficult or impossible to put into words, and we feel their presence

most strongly when they are absent, we remember them instantly when the story seems

"pointless."

Figure 1.1 Transactional Model of Literary Reading

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Conceptual Framework

The input-process-output model was adopted when this study was conceived as

shown in Figure 1. The input includes the (1) Contributing factors that affect the reading

process: reader, situation, and text; and (2) Components of the reading process:

information-driven, story-driven, and point-driven. The process shows the method and

instrument used in gathering the data through a survey questionnaire. Output identified

the assessment strategies for teachers that they can use for intermediate learners in

promoting reading comprehension with regard to online learning. 

We all know that during the reading process many different contributing factors

could arise and could affect the reading process of the readers, especially the learners,

such as the reader, situation, and text. Whereby the readers came from different kinds and

levels of knowledge, levels of expertise and come with a history of texts from previous

experiences. The interpretation that the readers make depends on their knowledge and

experience, and as the readers see the text they used their linguistic and experiential

experiences. While the text does not exist in any objective sense, it is created by readers

in the process. Lastly is the situation, it requires a range of forces external to the text and

the reader.  Moreover, in connection to our theoretical framework, and through the use of

the transactional model there are three components of the reading process that was

mentioned and these are (1) information-driven, (2) story-driven, and (3) point-driven.

The information-driven is a kind of “efferent reading” and it is all about what the readers

take away from the text, while story-driven reading is about the readers’ desire to enter

imaginatively into the story world. It is concerned with the vicarious experience and it is

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usually called a “lived-through experience”. Lastly, the point-driven is a kind of reading

that is most certainly provided by texts, and it is commonly labeled as "literary". In short,

it is the main ideas and concepts that were expected by the reader to gain in the text.

Reading comprehension level of the students' increases even though only modest

help from teachers has been given. This means that even though different students read

the same passage, each student would perceive it differently. This is also true when an

individual student reads the same passage once and reads it again after a period of time.

The student appears to interpret the same passage differently as he/she reads it for the

second time. That various interpretations take place because of the student's experience

and information acquired during his/her first reading, which greatly affects students'

comprehension when he/she reads it for the second time.

Using the research methods and statistical tools of data from the research process,

the research findings, conclusions, and recommendations formed the basis of the results

on the needs of teachers’ assessment tools for students on online learning regarding the

reading comprehension of the learners in the intermediate level. In order to prevent most

long-term negative consequences, assessment strategies for teachers that they can use for

intermediate learners that will improve their reading comprehension level will be the

byproduct of this study. 

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 Input Process Output
> Contributing  Quantitative Assessment
Factors that Research Strategies for
Affects the Design Teachers’ that
Reading Process they can use for
 Descriptive intermediate
 Reader Method learners in
 Situation promoting reading
 Gathering of
Data comprehension.
 Text
- Online
> Components of Survey
Reading Process Questionnair
e
 Information-
Driven  Statistical tools
 Story-Driven - Likert scale
- Average
 Point-Driven Weighted
Mean
Percentage

Figure 1.2 Paradigm of the Research Study

Statement of the Problem

Elementary school teachers are struggling with the problem that some

intermediate learners are having a hard time developing their reading comprehension

skills such as trouble with fluency, issues with vocabulary, and low reading level. In

addition, elementary school teachers want to help the reading comprehension skills of

intermediate learners through online classes. The researchers believe that the

transactional model of literary reading can help the teachers to process and develop the

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reading comprehension of the learners by providing them with instructional materials,

wherein it gives a smooth transaction to the students and to the text. 

Research Question:

How online learning can give a positive impact on the reading comprehension skills of

intermediate learners with the help of the transactional model of literary reading?

Sub-Questions:

1. What are the contributing factors affecting the reading process in terms of:

a.) Situation;

b.) Reader; and

c.) Text

2. What are the reading abilities of the children in terms of the three components of the

reading process:

a.) Information-Driven;

b.) Story-Driven; and

c.) Point Driven

3. What is the significance of the three components of the reading process and the

contributing factors that affect the reading process?

Significance of the Study 

In particular, the study is important for the following:

 Researchers. This study will create a deeper understanding on the part of the

researchers because of the limited studies conducted in the Philippines to examine

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 the most productive reading comprehension strategies for elementary students. This

could contribute to the development of some strategies and practices that could be

used by teachers of general education to enhance the understanding of students.

 Teachers. This study was essential to resolve established gaps in reading

comprehension literature through online classes and to fill a void in current

knowledge. The result of this study was established as useful by experienced general

education teachers to effectively teach reading comprehension to their students

through this online learning process. 

 Learners. The findings of this study have shown that in their later grades, students

who have difficulty reading in lower grades will continue to struggle with reading.

As such, it seems to be important to adequately and accurately diagnose reading

impairment as early as possible.

Scope and Limitations

This study will focus on investigating the impact of online learning on

intermediate school learners in terms of reading comprehension and examine whether

there is an improvement in the reading comprehension skills of the learners. In addition,

the research is conducted at St. John’s Cathedral School in Dagupan City, Pangasinan

with a total of 189 respondents from grade four to grade six. The data collection method

technique used is an online survey with the use of google forms. Class populations were

not discriminated against for ethnicity, and students with language differences may have

had additional reading issues.

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Definition of Terms

 Comprehension. This is a complicated process that needs an active interaction

between the student's background knowledge of the context, the aim of the reading

material, and the level of diction and language used by the authors to obtain the

meaning of a text.

 Decoding. The ability of the intermediate learners to decode the text, recognize, and

excerpt a meaning from a written text.

 Fluency. This refers to the speed and accuracy of the reader in reading a written text,

and it is usually depending on the decoding efficiency of the readers and their

understanding.

 ICT. Information Communication Technology was the involvement and utilization

of technology in education, it has also had a strong impact on student learning or

achievement.

 Online learning. Also known as “e-learning”. It is an internet-based course and

refers to the learning that uses the Internet, and electrical devices that offer a

synchronous and asynchronous type of learning.

 Intermediate learners. These are the participants in the study from grade four to

grade six to be tested regarding the impact of online learning on their reading

comprehension.

 Reading Comprehension. The active constructions of the meaning, understanding,

and interpretations of the text, or of the book, whether it is a written type or digital.

15
 Reading Skills. These are the abilities that are gained in reading, and also it is an

ability to read, understand, comprehend, and analyze the written text in different

ways and strategies.

 Vocabulary. This refers to the ability of the learners to use the proper

words/language that can be understood and apply appropriate and meaningful words

in a sentence. 

Chapter 2

REVIEW OF LITERATURE

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 The primary goal of this quantitative research is to recognize the impact of online

learning that prevents intermediate learners from understanding a text well and to

discover the effective reading comprehension strategies that teachers of general education

use in an online class setting to enhance the levels of understanding of their students. 

A. Related Review Literature

Snow, C. (2002).  Reading for Understanding: Toward an R&D Program in Reading

Comprehension, Santa Monica, Calif.: RAND Corporation, MR-1465-OERI, 2002.

As of  February 02, 2021:

https://www.rand.org/pubs/monograph_reports/MR1465.html 

In this article, the latest research on reading instruction has contributed to substantial

changes within the cognitive content for teaching primary-level readers and ensuring

that those children have an early-child experience that they have to organize for

reading instruction as they reach kindergarten. Evidence-based changes in reading

comprehension teaching practices are sorely required. Understanding the way to

improve reading comprehension outcomes, not only for students who are failing

within the later grades except for all students who face increasing academic

challenges, should be the first motivating thing about any future literacy research

agenda. Particularly, the concepts include that the skill of a lecturer makes a serious

difference during this effort; however, few teachers obtain sufficient training for pre-

service or ongoing professional development supported reading understanding.

17
Moreover, the role of the teacher must specifically teach awareness, starting in

elementary grades and going into high school. Eventually, this text also showed that the

skill of a coach makes a large difference during this effort; but few teachers receive

sufficient pre-service training or ongoing professional development supported reading

comprehension. The limitation during this article was introduced by the RRSG falls into

the broader sense of reading research within the U. S. Consequently, the research

program proposed by the RRSG ( RAND Reading Study Group)  aims to fill any holes

left by current research projects while being coherently structured around a core

collection of issues facing practitioners.

Dessislava, V. (2012) “Adaptive E-learning Content Design and Delivery Based on

Learning Styles and Knowledge Level." Serdica Journal of Computing 6.2 (2012):

207-252. <http://eudml.org/doc/219603>. 

This article presents the key findings of a Ph.D. thesis exploring various aspects of

this field. The dissertation is to propose an adaptive e-learning system model and

platform architecture and a corresponding prototype to be designed, implemented,

and tested in experimental conditions. In particular, it will promote the development

of suitable learning objects by the creator of the learning material and course teacher

and adapt them to the required pedagogical strategies. Moreover, an opportunity to

perform asynchronous teaching is given by e-learning. Finally, this paper concludes

that Asynchronous learning refers to learning where students and teachers are not;

Bound to a particular time and place. Theories are supported by well-known

18
 researchers in this field, such as AHS is any system that uses hypertext and/or

hypermedia that focuses on the student and uses his/her model to adapt the different

aspects of the system to the user, According to Brusilovsky. Therefore, On the basis

of an assessment of the results of ADOPTA presented in this paper, it can be

concluded that AESs significantly improve the quality and effectiveness of the

delivery of e-learning material. As a result, web-based teaching will address the

contemporary needs of modern education in an acceptable way. 

Marhaeni, A. A. (2016). Rosenblatt's transactional theory and its implementation in the

teaching of integrated reading.  DOI: 10.17977/jip.v5i4.1052

This article indicates that transactional theory implies that both the reader and the

text play an important role in the progression of meaning. The key idea articulated is

that the text contributes to the shaping of its collection and hypotheses, resulting in

an interplay between them, whereas the reader is interested in selecting and

synthesizing the potential in its reservoir. In particular, reading and writing are

interrelated skills in which the theory of transactions is important. In addition, the

transactional principle has several implications for teaching language in the

classroom. Finally, the paper concludes that during the reading process, the

transactional principle means that there are a clear transaction and commitment

between the reader and the text. The assumption of this principle for reading teaching is

clear that the teacher must promote the need and interests of the students so that the

students benefit from improving their knowledge and abilities. Therefore, reading the

19
text, writing a document, reading aloud at the seminar, answering questions about

understanding, and talking to the teacher about the text are all good language activities

that help them develop their language skills. With self-selected materials and

opportunities to share ideas openly, students may realize that reading and writing

exercises (which are perceived to be the most challenging and neglected) are interesting

language activities for them.

Ruiz, Y. (2015). Improving reading comprehension through the use of interactive reading

strategies: A quantitative study. University of Phoenix. Retrieved from

http://www.proquest.com 

This article investigates the effectiveness of interactive reading strategies of grade 8

learners of the South Florida charter middle School on how to improve the reading

comprehension of the learners during the reading instructions. The researchers focus

on determining the levels of the reading comprehension of the learners by using

interactive reading strategies on their reading. Ruiz (2015) stated that the reading

comprehension of the learners, specifically the children, begins in their primary years

of education. Wherein the comprehension needs a mental interaction between the

words and phrases that were included in the text. Moreover, the researcher’s study

resulted in an increase in the reading comprehension of the learners through the use

of interactive reading strategies during the learner’s reading instruction. Therefore,

while this study is useful for investigating the effectiveness of interactive reading

strategies in the improvement of the reading comprehension of the learners despite

20
 the fact that this research was only limited to the grade 8 learners of the South

Florida Charter Middle School, this article provides useful information and useful

data that could respond to the improvement of the reading comprehension of the

learners.

Bolstad, R. (2004). The role and potential of ICT in early childhood education. A review

of  New Zealand and international literature

https://www.nzcer.org.nz/system/files/ictinecefinal.pdf

The literature review was commissioned as part of the method of making an ICT

plan for early childhood education in New Zealand. The review aims to provide

information on the role and potential of ICT in early childhood education to both the

early childhood education sector and the Ministry of Education. In particular, this

review covers details on the use of ICT towards children but takes a much broader

perspective on the role and potential of ICT in the early childhood education field. It

includes literature in early childhood education settings on the adult use of ICT.

Moreover, it discusses the role of ICT in the areas of teaching and learning,

professional development and teacher education, skills of the sector, administration,

technology, information, and communication management. Finally, the article

concludes by relating how these concepts take into account the role and potential of

ICT in the early childhood education community, which includes children, educators,

parents, and others who play a role in promoting the early childhood education field.

Some researchers have expressed the opinion that computer/ICT usage is not ideal for the

21
cognitive, physical, social, and emotional growth of young children. However, there is no

conclusive evidence to support this argument, and this view has increasingly been

replaced by the view that ICT can be a valuable tool for promoting the learning and

development of young children when used appropriately. Therefore, studies indicate that

the use of ICT may provide a framework for communication, cooperation, and

meaningful learning experiences between children, or between adults and children.

However, this is not inherently going to happen on its own.

B. Related Review Studies

Coiro, J. (2014). "Online Reading Comprehension: Challenges and Opportunities." Texto

Livre: Linguagem e Tecnologia, vol. 7, no. 2, 2014, pp. 30-43. Doi:

10.17851/1983-3652.7.2.30-43

This article explains a variety of problems and opportunities for today’s learners to

read details on the internet. Defining online reading comprehension from a modern

viewpoint and how it tends to be different from offline reading comprehension.

Particularly, these concepts include the 1) learning and being competent with the new

literacy skills and activities required for online research; 2) cultivating a special kind

of digital wisdom that focuses on learning how to read on the Internet; 3) taking on

new positions in a digital society that expects learners to engage actively and

contribute to new information as members of their communities; and 4) creating

positive attitudes towards the use of the Internet for academic work; Moreover,

students are needed additional skills to be able to read and effectively interpret

22
 information online. This article concludes that good online readers recognize that the

same skills and practices mean the basic aspects of online reading comprehension are

the things they need to be good at finding information effectively, determining which

information is most valuable and most accurate, and then making positive attitudes

about online reading flexible and getting a sense of humor. Therefore, it is not

enough to position the burden on the computer teacher or the librarian as the

researchers think about how best to teach these new abilities. And it's not enough to

assume that students can build all these skills on their own. Instead, as an integral

part of the daily literacy curriculum, the researchers believed that it is the obligation

of every reading and writing teacher to find ways to specifically teach online reading

comprehension.

Kanniainen, L., Kiili, C., Tolvanen, A., Aro, M., Leppänen P. (2019) Literacy skills and

online research and comprehension: struggling readers face difficulties. Reading

and  Writing  (2019) 32:2201–2222 https://doi.org/10.1007/s11145-019-09944-9

In this article, the researcher set out to examine how literacy skills (reading fluency,

written spelling, and reading comprehension), prior topic knowledge, nonverbal

reasoning, and gender are related to students’ ORC performance. Researchers

predicted that reading comprehension, prior experience, non-verbal reasoning, and

gender would be independent.   Contribute to understanding the variation of ORC

output. However, understanding the effects of weak literacy skills will allow

educators to design tasks and assist students with varying literacy skills. Moreover,

23
 reading is an ability that can be acquired by certain learners, regardless of the quality

of the training they receive, and a competent and well-prepared child can make the

learning process appear reasonably effortless. Finally, the article concludes that

because of the increased function of the internet in school work and other areas of

life, educators must ensure that all students have sufficient skills to read and learn on

the internet. The main limitation of this paper is the ORC skills of 426 sixth graders

were evaluated by the Finnish adaptation of the online study and comprehension

assessment. Therefore, while this article is useful to analyze the ORC performances

of the students, the limitation would be instructions to concentrate on appropriate

___location and assessment techniques that will facilitate the struggling readers to

become more professional in these fields.

Flórez, E., Pineda, J., García, N. (2012),  EFL Students’ Perceptions about a Web-Based

English Reading Comprehension, Vol. 14, No. 2, October 2012. ISSN 1657-0790

(printed) 2256-5760 (online). Bogotá, Colombia. Pages 113-129 

The focus of this article was to recognize students' expectations or views after taking

part in a web-based distance course. The results indicate that students have different

opinions about the course, its content, and goals, level of difficulty, the time spent by

students, adult learning, and the position of the instructor. The researchers found that

this course was an intellectual challenge; that it was conducive to learning, and that it

favored the autonomous use of time by students. In particular, there are different

expectations that students have about an English reading comprehension course in a

24
 web-based environment. The majority of reading-related learning, both in print and

online, relies on the ability to read and comprehend informational text. Moreover,

reading skills must also be highly structured and yet versatile in the diverse contexts

in which students learn. Finally, for the purpose of this article, perception is

described as the process of understanding reality by organizing information gathered

through the senses. The first limitation concerns the need to examine the views of

web-based distance education of a wider number of students, including students from

various academic programs, and to take into account more than one category of

students. The second limitation relates to the fact that this study emerged from a

major study. Therefore, this article is useful for the researchers with the fact that

students had to take this course as a prerequisite to doing or continuing their studies

and shift their perceptions not only of web-based distance learning but also of their

English reading comprehension. 

Estremera, M. & Estremera, G. (2018) Factors Affecting the Reading Comprehension of

Grade Six Pupils in the City Division of Sorsogon, Philippines as Basis for the

Development of Instructional Material, Asia Pacific Journal of Education, Arts and

Sciences Vol. 5 No.3, 72-78 July 2018 P-ISSN 2362-8022 E-ISSN 2362-8030

www.apjeas.apjmr.com   

This research examined the factors influencing the reading comprehension of grade

six pupils, a standard of comprehension dependent on the PHIL-IRI pre-test for S.Y.

2013-2014 and teacher preparation requirements. The results served as the basis for

25
 the preparation of the reading module and recommended preparation required for

teachers. Particularly, these concepts include the module that has been developed and

can be used to 1. improve not only the level of comprehension, but also the linguistic

competence, and infuse other interrelated skills such as speaking, writing, listening,

and watching; 2. The progress of pupils by parents and school administrators should

be closely monitored; and 3. A peer-to-peer and remedial reading program may be

given. Moreover, the outcome must be validated by the needs and expectations of the

learners. Finally, the article concludes that school heads and staff members, on the

other hand, must work together to create school intervention services and initiatives

that will meet the needs of their final recipients, such as the Literacy Remediation

Programs, and Literary Acts, and the like. The main limitation of the article was

conducted in the four districts comprising the City Division. Therefore, this article is

useful because it is recommended that teachers develop successful teaching methods

and other practices that will increase the level of reading comprehension. The

limitation of this research base the advanced reading primer that has been developed

can be used to improve not only the level of comprehension, but also the linguistic

competence, and to infuse other interrelated skills such as speaking, writing,

listening, and watching.

De Leon, J.A. & Tarrayo, V. (2014). “Cyber” Reading in L2: Online Reading Strategies

of Students in a Philippine Public High School, i-manager’s Journal on English

Language Teaching, Vol. 4lNo. 2l April - June 2014 

26
 This paper aims to define online reading methods used by students at the Philippine

Public High School. The results review found that problem-solving strategies were

the most commonly used online reading strategies, accompanied by global reading

strategies, and assisted reading strategies. Specifically, these concepts include

strategies like previewing, self-assessment, making links, visualizing, learning how

words function, monitoring, summarizing, analyzing, etc. Furthermore, the role of

the student is how they communicate with the text, and how their use or use of

techniques affects their understanding of the text. Finally, the article ends by

referring to the manner in which these principles are put into action by using the

steps of planning on how to read the passage, analyzing any significant features of

the discourse, defining the intent of reading, checking for prior knowledge of the

subject, reading through the entire text, selectively reading parts, searching for

significance marks, and spotting ambiguous portions of the text. The main limitation

of this article consisted of 100 readers from a public school, ranging from the age of

14 to 17 years old. Therefore, based on the above results, it can be concluded that

students used a range of reading strategies when reading online texts. They have used

these techniques to ensure their interpretation of these texts on the basis of their

particular purpose(s).

Almutairi, Nouf Rashdan, "Effective Reading Strategies for Increasing the Reading 

Comprehension Level of Third-Grade Students with Learning Disabilities" (2018).

Dissertations. 3247. https://scholarworks.wmich.edu/dissertations/3247

27
This study identified common reading difficulties that negatively affect the reading

comprehension of third graders with learning disabilities. It also examined the

effective reading methods used by special education teachers to enhance students'

reading comprehension levels in resource room environments. Effective reading

comprehension strategies are defined for the purpose of this study as any strategies

found by teachers of special education to improve the levels of reading

comprehension of third graders with learning disabilities in the setting of the

resource room. In particular, these concepts focused on assessing the efficacy of

using a specific approach based on the teaching experiences of students, rather than

methods contained only in literature. Moreover, reading comprehension could be

enhanced through the utilization of use of computers and through online learning,

and to improve learners’ reading comprehension skills, effective reading strategies

and supportive tools are being widely considered. Finally, the article concludes by r

elating to Rosenblatt’s theory that teachers believe while teaching reading

comprehension, educational strategies are given to their students to smooth

transactions between students and the text. They also provide training assistance that

engages students with transactional tasks in an area that facilitates engagement when

reading the text. The main limitation was conducted in five public elementary

schools, in mid-size, mid-western cities. Therefore, while this article is useful for the

analysis of the teacher’s strategy, the limitation of this research is in order to improve

the level of reading comprehension of students, teachers would be encouraged to use

28
 and incorporate reading comprehension techniques into their everyday teaching

activities. 

Sanders, A. (2012). Rosenblatt’s Presence in the New Literacies Research. Talking

Points, 24(1), 2-6. Retrieved from http://www2.ncte.org/resources/journals/talking-

points/

In this study, Sanders (2012), investigates the changing nature of the texts and

literary practices to see if Rosenblatt's theory has potential connections to the new

literacies to help the teachers and researchers into a new system of multimodal

transactional thinking. Whereas Rosenblatt's reader-response theory is a theory that

believes that there should be a transaction between the readers and the text. Where

the transactions generate meaning, and its manifestation is the reply from the reader

to the text. Along with the explanation of this theory, the researcher states that the

connections between the new literacies and Rosenblatt's theory will show new

opportunities for education and literacy learning. In addition, exerting the

transactional method in the atmosphere of the new literacies could build exceptional

residue from Rosenblatt’s reader-response theory. For instance, this article is useful

for the research topic, because it gives knowledge on how the new literacy is

connected to Rosenblatt's theory, and how the meaning of the text was created and

demonstrated by the readers.

Unrau, N., & Alvermann, D. (2013). Literacies and Their Investigation Through Theories

and Models. DOI: 10.1598/0710.02 

29
 The researchers examine the literacies and their investigation of the theories and

models. Unrau and Alverman (2013) focused on the meanings of the models,

theories, and literacies, also their relationship to each other, and some theories that

influence reading such as the schema theory.  Wherein, the researchers have

recognized the dangers inherent in adhering to a rigid conceptualization of schemata

as fixed compositions. While mechanical aspects of mental representations may be

more likely to develop when learners first obtain knowledge in a field, more

advanced perception and application of knowledge structures in complex knowledge

domains. Moreover, this article gives a profound knowledge regarding the theories

and models that we can use in our research paper regarding the impact of the online

learning on reading comprehension of the primary learners.

Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. K. (2013). The importance of

metacognitive reading strategy awareness in reading comprehension. English

Language Teaching; Vol. 6, No. 10; 2013 ISSN 1916-4742 E-ISSN 1916-4750

http://dx.doi.org/10.5539/elt.v6n10p235 

This research is an effort to seek out if "meta-cognitive reading strategy awareness"

improves the reading understanding of EFL students. It also aims to detect the link

between metacognitive reading memory and reading comprehension. Specifically,

the author’s research focuses on four main topics. First, it addresses the concept of a

metacognitive reading strategy, the relevance of a metacognitive reading strategy.

Secondly, it reviews the metacognitive reading strategy process. Third, it discusses

30
 the concept of reading comprehension and various models of reading comprehension.

Fourth, there'll be a review of the connection between metacognitive reading

technique and perception of reading. Moreover, teachers and educators believe that

regulatory competence improves success in a range of how, including better use of

cognitive resources like focus, better use of procedures, and greater knowledge of

breakdowns of understanding. Finally, this text assumed that it's appropriate for

universities and schools to enhance metacognitive reading techniques for all students

actively. Research suggests that knowledge of the metacognitive reading approach

enhances both success and comprehension of one's understanding of reading.

Therefore, this study supports the view that explicit instruction in metacognitive

reading strategies could be a feasible method for enhancing the understanding of

reading by students and gained most from explicit reading instruction in

metacognitive reading strategy activities supplemented by practice. However, it is a

struggle for teachers to practice its worth within the traditional way since this kind of

metacognitive strategy was the foremost powerful form.

Murray, M. C., & Pérez, J. (2015). Informing and performing: A study comparing

adaptive learning to traditional learning. Informing Science: the International

Journal of an Emerging Transdiscipline, 18, 111-125. Retrieved from

http://www.inform.nu/Articles/Vol18/ISJv18p111-125Murray1572.pdf

This research explores and compares two teaching methods used to facilitate and

track student interaction with textbook content in a university-level digital literacy

31
 course in an asynchronous online format. Current research investigates the

hypothesis that adapting training to the learning style of students results in better

results from learning. In particular, computer technology has long been seen as a

solution to the scalability and expense of individualized instruction. Adaptive

learning is a real game in higher education, a panacea with which institutions can

overcome the iron triangle of efficiency, cost, and access. Moreover, although the

study is minimal, this analysis and a few others like it show that today's adaptive

learning systems have a negligible effect on learning outcomes, one aspect of

quality. Finally, it is clear that further research such as this study, some from the

point of view of adaptive learning systems as insightful systems, is required

before the far-reaching potential of advanced learning systems can be realized.

The research covered a span of two academic semesters during which 105

students enrolled in an introductory digital literacy course incorporating adaptive

learning activities and 113 students enrolled in objective-type quizzes. Therefore,

the findings suggest that student learning, assessed by two tests, did not differ

substantially between courses based on an approach to teaching delivery. This

poses a fascinating proposition, as noted above, for university leaders who are

under increasing pressure.

Maher, D., (2014). Online Learning in Primary Schools. The Reading Teacher, 62(8),

650-661. University of Technology, Sydney.

32
 In this article, Maher (2014) reviews online learning focused on the busy working

adults or students living in remote areas. The educators must then start to help

students of all ages learn how to use social networking platforms effectively.

However, to support their educational needs, students of all ages and backgrounds

have started to use online learning. In particular, online learning includes supporting

the education of primary school students. The skills and benefits they could acquire

in online learning as well as the challenges. Moreover, online learning provides an

authentic experience and helps the students to prepare and become successful in the

21st century. Furthermore, this article concludes on the benefits that can facilitate

what is labeled authentic learning. Authentic learning that draws from situated

learning theories. The main limitation of this article is that all research is conducted

outside the school environment as well as connecting students, teachers, family

members, and experts. Therefore, the article is useful because it offers a small

example of the variety of tools available to help schools develop and manage an

online learning environment for primary education.

Zidat, S. & Djoudi, M. (2010). Effects of online learning on EFL university students’

English reading comprehension. Retrieve from 

https://www.researchgate.net/publication/290332871

In this article Zidat and Djoudi (2010) investigated the effects of online learning of

English as a Foreign Language (EFL) university students’ English reading

comprehension. The researchers, trying to determine if online reading can enhance

33
 the reading comprehension instruction of the learners in Algeria, Batna Computer

Science Department. In regards to the problems of reading difficulties, Zidat and

Djoudi (2010) stated that the selection of a suitable web-based application for

reading comprehension is one of the most fundamental aspects. The development of

this application involves a solemn commitment to understanding the different

features of this tool that can be used as the most advantageous way to impart

learning. Furthermore, this study resulted in web use as one of the most important

interacting factors in EFL reading comprehension.  Therefore, while this study is useful

for investigating the effects of online learning and the use of the web-based application

in the reading comprehension of the learners in Algeria, Batna, despite the fact that

this research was only limited to the learners of computer science in Batna, this

article provides useful information and useful data that could respond to the effects

of the online learning to the reading comprehension of the learners.

Echaure, J, and Torno, V. (2017). Developing the Reading Literacy among Grade I

Learners in the Philippines. Vol.7 Issue 2, ISSN: 2223-4934 E and 2227-393X Print

This article examines the effectiveness of an experiment concerning developing

reading literacy among grade 1 learners in the District of Candelaria through the use

of seven reading literacy activities. According to the researchers, aside from the

tools,  the educators or the teachers can also help to the development of the reading

comprehension and skills of the students. Wherein, the educators have a major part in

the development of the reading habits and interests of the learners. Teachers can

34
 make a difference in the success of the learners when they show solemn passion and

when they believe in the abilities of the learners, such as the ability of the students to

learn, read and do anything with their determination and potential skills. For this

reason, this study is useful for this research because it shows knowledge of how the

seven reading literacy activities are effective in the reading literacy of the

intermediate learners, and it gives knowledge about the teacher’s role in the

development of reading literacy of the learners.

Ciampa, K. (2012). Reading in the Digital Age: Using Electronic Books as a Teaching

Tool for Beginning Readers. CJLT/RCATVol.38

This study investigated the experiences of the eight learners in grade 1, through e-

book reading. Along with this investigation, the use of eBooks increased student

motivation to read especially those learners who struggle in reading, and it displayed

a higher interest in reading and engaged more actively in the text. Additionally, the

research by Ciampa shows that online reading applications and other software,

motivational aspects, and constructivist methods of instruction can promote reading

motivation among readers, especially those learners who had reading and behavioral

complications during their classroom reading instruction, such as the sample

respondents in the study of Ciampa. Regardless of its limitations especially to its

respondents, this article still gives important knowledge about the use of the

electronic book, and technology in the reading comprehension of the learners.

35
Fox, L. (2014), Effects of Technology on Literacy Skills and Motivation to Read and

Write. Education and Human Development Master's Theses. 522. 

This study examines how technology affects learners’ literacy and their motivations

in reading and writing. The researcher gathered her information through interviews,

retellings, running records, and observations, and the researcher utterly conducted

her study through the use of discourse analysis and qualitative methods. Fox (2014)

concluded that technology can have a positive effect on the students especially those

learners who are struggling in their reading and writing. In addition, the researcher

also found out that positive parental involvement will help the learners to improve

their literacy skills, and the simultaneous use of both traditional and 21st-century

strategies will lead to high results in literacy skills. This research is accurate because

the researchers compared and analyzed her observations, running records, and

retelling in both traditional and non-traditional texts to support a credible

conclusion. 

36
 Chapter 3

METHODOLOGY

In this chapter, the researchers will present the methodology of the study about

online learning and its impact on intermediate school learners' reading comprehension.

This chapter presents the discussion on the research design, including the sampling and

population, data collection, and the statistical treatment that will be used for accurate data

analysis and interpretation.

Research Design

Both the research intent and the research questions influenced the selection of the

appropriate research method for this study. Stake (2010) claimed that in choosing the

most suitable research approach, the research questions play a major role. In this study,

the research methodology used was quantitative. This kind of research method generally

involves gathering and converting data into numerical form so that statistical

measurements can be made and conclusions are drawn. According to MacMillan and

Schumacher (2001), the design of quantitative research includes the selection of subjects,

strategies for data collection (such as questionnaires, observations, or interviews), and

methods for data collection and treatment implementation. The instrument used to

provide and gather as much as the informative and relative evaluation was a descriptive

method. Quantitative researchers tend to use a type of sampling based on theories of

probability from mathematics, called probability sampling. In this case, the researchers

37
choose non-probability sampling due to the limited population of learners. The

researchers saw the significance of calculated data by comparing the result of the three

components of the reading process and the contributing factors that affect the reading

process.

Source of Data

The primary source of data collection for this quantitative study was an online

survey. The researchers conducted an online survey to see if there’s a significance in

terms of the reading comprehension skills of intermediate learners with the help of a

transactional model of literary reading in online-based learning. In order to obtain data,

the survey is defined as the act of evaluating a process or questioning a selected sample

of people. Data collection surveys gather information about their name, ages, and gender

from a targeted group of individuals. 

Specifically, this research was conducted during a pandemic in a private elementary

school that carried out online learning classes. This study was not conducted during the

teachers’ instructional time, and the participants are the intermediate learners from grade

four to grade six with a total of 189 respondents because the transactional model of

Rosenblatt is applicable to all learners.

Instrumentation and Data Collection

In this study, the researcher used a method of purposive sampling since they need

to analyze participants who perform and share similar activities and experiences in a

38
particular field of expertise (Creswell, 2013). Purposive sampling is widely used by

quantitative investigators because it helps them to identify and pick information-rich

cases relevant to the issue under review (Palinkas, Horwitz, Green, Wisdom, Duan, &

Hoagwood, 2015). The Effect of Differentiated Instruction Strategy on Developing Ninth

Graders' English Reading Comprehension Skills.  In administering the questionnaire, the

researcher used the time allocated to avoid the distraction of classes. Enough time will be

given to the respondents to answer the questions. 

Tools for Data Analysis

After the researchers completed the data collection process by using an online

survey. The researchers used weighted mean as a way to interpret and analyze the

gathered data i n order to have a more concrete and more specific computation. Thus, to

avoid the miscomputations of the said data. 

To find the impact of online learning on the intermediate school learner’s reading

comprehension, the researchers used the Likert scale to accommodate free formalized

views on the subject or issues. The students will respond based explicitly on their

agreement and disagreement. These scales will allow the researchers to determine the

level of agreement or disagreement of the respondent. In this way, the instrument is

allowed to obtain the required responses from the respondents. Preferences for the use of

a formal questionnaire are based on a variety of research assumptions, such as costs when

the least expensive means of collecting data, minimizing personal bias, and lower

demand for an immediate response.

39
  The mean of the scores will be obtained and will be based on the scale of

interpretation.

Scale Range Value Interpretation

5 4.21 - 5.00 Strongly agree

4 3.41 - 4.20 Agree

3 2.61 - 3.40 Neutral

2 1.81 - 2.60 Disagree

1 1 - 1.80 Strongly disagree

Table 1: Scale of Interpretation

The formula used was:

Average weighted mean is equal to x=∑fxN

Where:

x= Average weighted mean

fx= summation of all products of f and x

40
f= frequency of each score

X= weighted of each score

N= number of respondents

Each result in every question would be interpreted based on table 1 wherein, the

value of 4.21-5.00 will be the highest range value and it would be interpreted as

“Strongly agree” while the 1-1.80 range value will be the “Strongly disagree.” It will help

the researchers to have accurate data that could support their statements and claims in this

study.

41
 Chapter 4 

DISCUSSION OF FINDINGS

This chapter presents the data gathered, the results of statistical analysis done, and

the interpretation of the findings. To properly complete this study, the data collected by

the researchers was analyzed in order to answer the research questions. The data is

interpreted in a descriptive form, as stated in the preceding chapter. 

TABLE I

Table 1 shows the total number of intermediate learners from grade four to grade

six of St. John’s Cathedral School for the study of Online Learning and its Impact on

Intermediate School Learners’ Reading Comprehension.

Grade Level Frequency Percentage (%)

Grade 4 60 31.75

Grade 5 62 32.80

Grade 6 67 35.45

Total: 189 100%

Table 1: Total number of  Intermediate Learners of St. John’s Cathedral School

42
 In this table, it shows the frequency of the different grade levels of the

respondents. The respondents from grade four have a frequency of 60 which is equal to

31.75% while grade five is one respondent away from it be the same as grade four, it has

a frequency of 62 which is equal to 32.80%. On the other hand, the grade 6 level has a

frequency of 67 which is equal to 35.45%. All of the respondents from the intermediate

level have a total frequency of 189 which is equivalent to 100%.

TABLE II

Table 2 shows the age profile of Intermediate learners of St. John’s Cathedral

School for the study of Online Learning and its Impact on Intermediate School Learners’

Reading Comprehension.

AGE GRADE LEVEL FREQUENCY PERCENTAGE (%)

GRADE 4 GRADE 5 GRADE 6

8 5 0 0 5 2.65

9 51 7 0 58 30.69

10 2 40 11 53 28.04

11 1 14 44 59 31.22

12 1 1 9 11 5.82

13 0 0 3 3 1.59

43
 TOTAL 189 100%

Table 2: Age Profile of  Intermediate Learners of St. John’s Cathedral School

It appears in this table that the majority of the respondents from the intermediate

level are nine, ten, and eleven years old with a total of  170  which is equivalent to

89.95%. In addition, there are only 5 respondents which is equivalent to 1.59% who are

at the age of 8, 11 respondents who are at the age of 12 which is equivalent to 5.82%, and

3 respondents who are at age of 13 which is equivalent to 1.59% of the total respondents.

I. Contributing Factors that Affecting the Reading process

TABLE III

Table 3 shows the collected data on the strategies of the reading process under the

literary reading of the transactional model which are the situation, reader, and the text

with a total of 189 respondents from intermediate learners’ of St. John’s Cathedral

School.  

Strategies of Reading 5 4 3 2 1 AWM DV

Process

Situation

I read only if I have to. 37 81 33 29 9 3.59 A

I like talking about 3.61 A

books with other 34 80 49 19 7
people.

44
After each section/main 3.60 A
subject, I will repeat 31 86 43 24 5 
what I  have read or
watched aloud.

I make study questions. 3.65 A

36  76 48 25  4

I compare and contrast 3.63 A

facts from lecture notes 30 80 57 22 0
and the provided
instructional materials.

Reader

I understand what I'm 3.98 A

reading or watching (for 54 93 24 12 6
example, be able to
answer questions about
it and discuss topics in
my own words.

I summarize educational 3.72 A

material in my own 34  86 51 18 0
words.

I test myself over the 3.79 A

information. 36 95 42 12 4

I make a practice test. 3.84 A

46 89 34 17 3

For me, reading is a 1.97 D

waste of time. 8 14 12 78 77

Reading is one of my 3.79 A

favorite hobbies. 47 72 53 13 4

I enjoy sharing my 3.82 A

thoughts on books I've 47 82 42 14 4

45
 read.

Text

I check the instructional 58 104 17 7 3 4.11 A

material to make sure
that they are correct.

I highlight important 68 83 30 7 1 4.09 A

text.

I understand the 40 102 41 5 1 3.93 A

formation of the
educational material.

I understand the 35 81 45 5 3 3.86 A

author’s opinion.

TOTAL 3.72 A

Table 3.1 Strategies in Reading Process

A. Situation

The illustrative table shows that item number 4 for ___domain 1 got the highest

average weighted mean of 3.65 with the total percentage of 40.21% of students who

answered “Agree", a shred of evidence that the students made study questions as their

strategies to understand what they have read. The next item is item number 5, which has

the total average weighted mean of 3.63 who answered “Agree”. This simply shows that

42.33 % of the respondents compare and contrast facts from lecture notes, and they

provide instructional materials to understand what they are reading. Furthermore, item

number 2 got a 3.61 average weighted mean with the total percentage of 42.33% of the

students who answered “Agree” which signifies that the majority of the intermediate

46
learners talk about books with other people. This is a shred of evidence that they

comprehend what they are reading to share with other learners or people around them.

Moreover, 3.60 is the average weighted mean of item number 3 with the total percentage

of 45.5 % who answered “Agree”. This result indicates that learners repeat what they

have read or watched aloud in order to have a deeper understanding of what they have

read. Lastly, item number 1 got a 42.86% percentage and a 3.59 average weighted mean

which means the total percentage who answered “Agree”. In contrast with the other set of

questionnaires for this ___domain, it shows that the learners only read if they have to.

B. Reader

The above data presented under ___domain 2 shows that item number 1 got the highest

average weighted mean of 3.98. 49.21% of learners who answered “Agree”, indicates that

they understand, and comprehend what they are reading or watching (for example, be

able to answer questions about it and discuss topics in their own words). Next is item

number 4, which has a total percentage of 47.09% of the learners who answered “Agree”

and got an average weighted mean of 3.84, which conveys that most of the learners make

a practice test to perceive if they really understand what they have read. In addition, item

number 7 also got the highest average weighted mean of 3.82, and the total percentage of

the learners who answered “Agree” in this question is 43.39%, which expresses that the

learners enjoy sharing their thoughts from the book that they have read. Meanwhile,

items 3 and 6 had an equal average weighted mean of 3.79, and it appears that most of the

students answered “Agree”. The total percentage of the students who answered “Agree”

47
in this item is 50.26%. On the other hand, item number 6 got a total percentage of 38.1%.

These results indicate that the learners test their selves over the information that they

have read in connection to item number 4 on the first ___domain. Additionally, reading as

one of their favorite hobbies is a positive result to increase their vocabulary. In contrast,

item number 5 got the lowest average weighted mean with the total percentage of 1.79

who answered “Disagree” which means that reading for learners is not a waste of time.

C. Text

For the third ___domain, as can be seen in the table, it shows that item 1 got the

highest average weighted mean of 4.11 with a total percentage of 55.03% respondents

who answered “Agree”. This collected data means that majority of the learners check the

instructional materials to make sure that what they comprehend about what they have

read is correct. Additionally, item number 2 also got the highest average weighted mean

of 4.09 with a total percentage of 43.92% who answered “Agree”. This merely means

that intermediate learners already know how to highlight important text to comprehend

what they are reading. The third item is item number 3 with a total percentage of 53.97%

who answered “Agree” with an average weighted mean of 3.93, indicates that the

learners understand the formation of educational materials conveys a positive effect on

the increase of their reading comprehension skills. And lastly, item number 4 got a

42.86% total percentage with an average weighted mean of 3.86 shows that the

intermediate learners understand the author's opinion from the literature that they read.

48
 The findings from the data collected show that 40.21% of the respondents agree

that making study questions is one factor that can affect the reading process of

intermediate learners. To construct study questions, the reader should have an active prior

knowledge of what they are reading. Furthermore, active prior knowledge is a crucial

component that helps the learners to comprehend a text (Armand, 2001; Adams &

Collins, 1985; Cottrell & McNamara, 2002; Graham & Bellert, 2005; Pressley, 2000). In

addition, re-reading what they have read is one way for intermediate learners that they

can utilize in online learning scenarios. Based on the table above, 45.5% of the

respondents agree that repeating what they have read is another contributing factor that

affects the readers. According to Rosenblatt (2005), the reading transaction is not a

passive but an active event because meaning is formed when the text and the reader come

together.

Moreover, creating practice tests, and summarizing educational materials appears

to be an effective strategy for intermediate learners as readers to assess whether they have

a better comprehension of what they have read. For instance, they may extract meaning

from a text by selecting and recalling important information, checking their

comprehension, integrating existing knowledge with new information, summarizing and

directing their learning (Gajria, Jitendra, Sood, & Sacks, 2007; Swanson & De La Paz,

1998).

As an excellent method for swiftly comprehending the content, learners might

highlight essential text from what they have read. As indicated from the table above,

49
43.92% of respondents agree that this is also a factor that influences reading

comprehension. In addition, to fully understand the highlighted text, there should be a

transaction that generates meaning, which is manifested in the readers' response to the

text (Rosenblatt, 1978). In conclusion, the text does not have a single meaning. The text

and the reader should work together to generate meaning from what they are reading.

II. Reading Abilities of the Children in terms of the three modes of Reading Process

Table 3.2 shows the collected data on the modes of the reading process under the

literary reading of the transactional model which are the information-drive, story-driven,

and point-driven with a total number of 189 respondents from intermediate learners’ of

St. John’s Cathedral School. 

Modes of Reading 5 4 3 2 1 AWM DV

Process

Information-Driven

I use a digital device 3.54 A

to take notes (i.e., 33 76  46 26 8
laptop, smartphone,
tablet).

I take notes over video 3.34 N

content. 19 70 59 32 9

I record audio notes. 3.13 N

22  45 65 46 11

I search for a more 3.98 A

information. 54 95 28 5 7

50
I review a summary of 3.82 A
what you've read or 44 96 43 12 1
seen. (i.e., combine
information to see how
it all fits together).

Story-Driven

I enjoy the online 3.96 A

reading. 53 90 40  3 3

I save some parts from 3.71 A

an educational video. 37 82 46  22 2

I memorize parts of 3.91 A

the educational 49  88 39 12 1
material.

I read only to get the 3.41 N

information that I 31 65 48 36 9
need.

Point-Driven

I make notes of key 3.81 A

terms. 36 96 45 9 3

I make a summary of 3.73 A

the material. 35 89 47 16 2

I arrange what I have 3.80 A

written (i.e., notes) 37 89 54 9 0
into a different form.

I rank what I have 3.77 A

written (i.e., notes) in 37 97 45 15 2
order of importance.

I make note cards. 3.52 A

35 69  52 26 7

51
 TOTAL 3.68 A

Table 3.2 Three Modes of Reading Process

D..Information-Driven

The collected data on item number 4 for the information-driven ___domain shows that

50.26% of the respondents answered “Agree”, which indicates that the learners search for

more information to be an effective readers. In addition, item number 4 got the highest

average weighted mean of 3.98 implies searching for more information is being practiced

by the intermediate learners. It is also visible in the table above that on item number 5,

50.79% of the respondents answered “Agree” with an average weighted mean of 3.82.

This result signifies that they review a summary of what they read or seen (i.e., combine

information to see how it all fits together) to deeply understand the information they read

or seen. The third item that got a high percentage and average weighted mean is item

number 1. Whereas,  40.21% of the respondents answered “Agree”, with a 3.54. This

shows that the intermediate learners are not only taking notes on papers or notebooks,

they also use a digital device (i.e., laptop, smartphone, tablet) to take notes while they are

reading. Furthermore, item number 2 also has a high percentage of 37.04% answered

“Agree” with an average weighted mean of 3.34. This entirely shows that learners are not

only watching the learning video but also take notes of important information over the

video content. Finally, item 3 is the last question, which received 34.39% of respondents

who replied “Neutral” and has an average weighted mean of 3.13. Apart from taking

52
notes on a digital device (i.e., laptop, smartphone, tablet) and taking notes over video

content, the respondents have either a positive or negative response to recording audio

notes to acquire and highlight the most important information they need.

E. Story-Driven

The preceding table above under the story-driven ___domain shows that item number 1

got the highest average weighted mean of 3.96 and a percentage of 47.62% who

answered “Agree”. This collected data is a shred of evidence that aside from books and

printed materials, intermediate learners also enjoy online reading. The next item is

number 3 that got  46.56%, the second-highest percentage of the respondents who

answered “Agree”, with an average weighted mean of 3.91. This indicates that aside from

reading, the respondents also memorize the parts of the educational material. The third

item is number 2, which reveals that 43.39% of respondents answered “Agree” with an

average weighted mean of 3.71. In addition to memorizing portions of educational

materials, learners also save some parts from an educational video. The last item for this

___domain is item number 4, in which 34.39% of respondents answered "Agree" with an

average weighted mean of 3.41. Based on the data obtained, this shows that most of the

learners are reading for more than just the information they require to have a deeper

understanding of what they have read.

F. Point-Driven

53
 Furthermore, within the point-driven ___domain, item number 1 had the highest average

weighted mean of 3.81, as well as a high percentage of 50.79% who responded "Agree."

This result shows that intermediate learners also take notes on key terms in what they

read. With an average weighted mean of 3.80, and a percentage of 47.09, item number 3

obtained the second-highest percentage of respondents who responded "Agree." This

merely shows that, in addition to taking notes on important facts and words, learners also

rearrange what they have written (notes) into a different structure to have a better

understanding of what they have read. The third item is number 4, which reveals that

51.32% of respondents answered "Agree" with an average weighted mean of 3.77. This

expressed that the learners rank what they've written (i.e., notes) based on the importance

of the information in addition to rearranging what they have written (notes) into a

different format. Meanwhile, item number 2 shows that there are 47.09% of the

respondents answered “Agree” with an average weighted mean of 3.73, indicating that

learners also summarize the material that they have read. And the last item, with an

average weighted mean of 3.52 and a percentage of 36.51 percent who answered

"Agree," is item number 5, which merely means that they are making note cards as well

to easily remember what they have read.

Given the significance observed between the three modes of reading, depending

solely on or referring to the knowledge of a critic or expert, transactional theory gives

weight to the reader and what he or she brings to the text. Whatever the reader brings to

the text forms the basis for the reading, which is especially important because the “reader

must honor his own connection with the text” (Rosenblatt, 1978).

54
 Additionally, from the table shown above, 50.26% of respondents signify one of the

abilities affecting the reading comprehension skills of the intermediate learners is

searching for more information. In addition, the idea behind the transactional theory is

that each student's transactional process for constructing meaning from a passage is

uniquely dependent on what they bring to the text (Rosenblatt, 1978).

Another percentage in the table above shows that 47.62% of the respondents enjoy

reading online. The necessity of being able to interpret written information grows

substantially as children progress through their grades (Clarke, Truelove, Hulme, &

Snowling, 2013; Wong, 2011). In addition, Rosenblatt (1982) defines reading as “a

transaction, a two-way activity between a reader and a text at a certain moment and under

specific circumstances.” Her description of the reading process is consistent with the

notion of reading comprehension, which is the process through which readers obtain

meaning through specific engagement with a text, as stated by the Rand Reading Study

Group (2002) and Snow (2002).

Moreover, 51.32% of the respondents rank what they have written in order of

importance which signifies that this strategy is being exploited by intermediate learners.

Understanding the meaning of words, analyzing the writers' points of view, aiming for

writing, and learning new terms are all critical reading abilities that aid understanding

(Ruiz, 2015).

On the basis of all statistical information reflected in the table, it is evident that

the majority of intermediate learners, who took part in this study, confirm that online

55
learning with the use of Rosenblatt’s Transactional Model that includes the strategies and

modes of the reading process has a positive impact on their reading comprehension skills.

It could be seen from the first to the third ___domain, which are the situation, reader, and the

text under strategies of the reading process that the majority of the intermediate learners

have a positive response on the different strategies to develop their reading

comprehension skills. With the overall average weighted mean of 3.72 in the strategies of

the reading process obtained from the collected data, it became clear that online learning

has a positive impact on intermediate learners' reading comprehension.  This conclusion

is consistent with previous research suggesting that the Internet and computers have the

ability to increase students' vocabulary knowledge, fluency, and reading comprehension.

It has been demonstrated that the growth of vocabulary knowledge has a substantial

impact on pupils' understanding abilities (Yuksel & Tanriverdi, 2009).

In addition, the three modes of the reading process, which are the information,

story, and point-driven, have a total average weighted mean of 3.68, indicating that the

respondents used and obtained these modes of reading. This demonstrates that the

majority of the intermediate learners responded positively and that the reading

comprehension of the intermediate learners improved as a result of the modes of the

reading process in online based-learning. Technology has the capacity to alter our

learners' motivation within literacy domains and provide an understanding of traditional

reading and writing processes, according to Sylvester and Greenridge (2009). In

addition,  According to Ciampa, “motivation to read is both a crucial component for

actively engaging early children in the reading process and a significant predictor of

56
subsequent reading skills.” However, when comparing traditional and electronic texts,

Grimshaw, Dungworth, and McKnight (2007) found that traditional texts do not affect

motivation. Teachers and researchers in the educational sector, according to Grimshaw et

al., should be interested in experimenting with various approaches that may aid in student

comprehension and motivation. Features like word pronunciation, narration, sound

effects, and animations, which complement the text, all serve to eliminate the effort from

decoding individual words and enable the child to focus on meaning according to

Grimshaw et al. He also added that electronic text contains several qualities that can

assist students in understanding them. Digital textbooks, on the other hand, come with a

variety of capabilities, some of which are simple and others of which are more complex,

such as text-to-speech and word highlighting as the learner reads. Electronic storybooks

include a variety of elements that can help improve reading comprehension and

willingness to read. 

III.. Significance of the three components of the reading process and the

contributing factors that affect the reading process

The significance between the six components is that the reader's goal, the

character of the text, and the setting all play a role in determining which mode in the

reading process becomes dominant in any given situation, but it is also a result of a

transaction between all domains. More information on these six modalities may be found

elsewhere. In addition, the researchers discovered that Louise Rosenblatt's ideas about

57
"transaction" give a solid foundation for developing a model of literary reading that is

both thorough and realistic, as well as experimentally testable.

The data collected showed that both strategy and modes received a higher

percentage. First, in situation and information-driven, where asking study questions and

re-reading what they have read are suitable strategies for online learning situations that

advanced students can practice to improve their comprehension skills. Along with the

reading modes, the process shows that finding more information, using digital devices to

take notes, and reviewing a summary of what they have read are effective reading skills

that advanced students should have, especially in online learning. For instance, students

can benefit from interactive techniques that teach them how to be successful with written

texts so that they can easily remember what they have read and derive meaning from the

material (Ruiz, 2015).

Furthermore, the reader and point-driven mode have an effective connection,

wherein making a practice test and summarizing the educational materials also indicates

to be an effective strategy for intermediate learners’ to test themselves if they already

have a deeper understanding of what they have read, as well as enjoying reading online,

and memorizing some parts of educational material can be considered potent reading

abilities for story-driven learners. In addition, it signifies that reading comprehension

may be taught by explicitly teaching students how to use certain methods to increase their

reading comprehension abilities (Stetter & Hughes, 2010). Several comprehension

methods have been used to help learners better grasp written information.

58
 The connection between the text and point-driven mode helps the reader to simply

analyze what they have read by highlighting important text. In addition, making note

cards and ranking them in order of importance is also an advisable reading ability that

intermediate learners should practice. Furthermore, Gajria et al. (2007) and Swanson &

De La Paz (1998) claim that learners can make sense of the information by recognizing

and preserving key information, assessing their understanding, integrating existing

knowledge with new information, summarizing, and directing their learning.

Chapter 5

59
 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

The previous chapter dealt with the interpretation, analysis, and presentation of

data obtained by way of questionnaires. In this chapter, a brief summary of the research

project will be presented. Furthermore, the discussions from the results as related to the

transactional theory and the impact of online learning on the intermediate learners'

reading comprehension will be made, together with the recommendations that will serve

as guidelines for future research to restore integrity, competence, and objectivity. 

Summary

The purpose of this study is to determine the impact of online learning on the

reading comprehension skills of the learners from the intermediate level using the

Transactional Model of Literary Reading.

The researchers conducted the study at St. John’s Cathedral School with 189

respondents and used descriptive survey questionnaires as their primary tool or

instrument for gathering the data. In addition, their findings are backed up by some

theories, related studies, and literature. All of the study's data was collected using various

methods and statistically analyzed using frequency counts, percentages, and the average

weighted mean.

To sum up all the gathered data, first, 3.71 is the overall average weighted mean

which determines if the intermediate learners are utilizing the strategies in the reading

process from the transactional model of Rosenblatt. This result reveals that the majority

of respondents are practicing to a very great extent the strategies of the reading process in

online learning to help them in terms of their reading comprehension skills. Second, it

60
also indicates that the majority of the intermediate learners strongly developed their

modes of the reading process with an average weighted mean of 3.68. The result of the

table analysis indicates that online learning has a notable effect on intermediate learners'

reading comprehension skills, especially when the transactional learning theory is

utilized.

For instance, according to Ciampa (2012), students who used note cards were more

motivated to read, especially those learners who struggled with reading, and showed a

greater interest in reading and participated more actively in the text. Ciampa's research

shows that online reading applications and other software, motivational aspects, and

constructivist methods of instruction can help readers, particularly those who had reading

and behavioral difficulties during their classroom reading instruction, such as the Ciampa

study's sample respondents. In addition, Rosenblatt's reader-response theory is being

linked to new literacies in the literature. These linkages provide new pedagogical and

literacy learning possibilities. It is difficult to estimate the residue of successive waves of

philosophical thinking, according to Rosenblatt (1978). Taking Rosenblatt's reader-

response theory off the printed page and into the world of new literacies might result in

some intriguing results.

Conclusions

61
 Based on the results of this study, the researchers conclude that online learning has a

positive effect on intermediate learners which can help them increase their reading

comprehension skills with the use of transactional theory.

 The researchers conclude that making study questions and re-reading what they have

read are adequate strategies for online learning situations that intermediate learners

can practice to improve their comprehension skills. Moreover, making a practice test

and summarizing the educational materials also indicates to be an effective strategy

for intermediate learners’ as a reader to test themselves if they already have a deeper

understanding about what they have read. Lastly, highlighting important text from

what they have read can also be included as an exemplary strategy to quickly

comprehend the text.

 The researchers conclude that searching for more information, using digital devices

to take notes, and reviewing a summary of what they have read are all effective

reading abilities that intermediate learners should possess, especially in online-based

learning. Furthermore, enjoying reading online and memorizing some parts of

educational material can be considered potent reading abilities for story-driven

learners. Finally, making note cards and ranking them in order of importance is also

an advisable reading ability that intermediate learners should practice.

 The researchers conclude that with the help of the six domains, which include the

strategies and modes of the reading process from the transactional model of literary

reading, it shows that it has a positive impact on the reading comprehension of

intermediate learners and could also be a very great extent to be practiced.

62
 The researchers concluded that the reading comprehension skills of the intermediate

will increase because of online learning when the transactional model of literary

reading is being utilized. The above data have shown that the strategies and modes of

the reading process are effective ways to sharpen their minds, improve their

vocabulary, increase their reading comprehension skills in which result could be used

as a source for the development of the reading comprehension. 

Finally, in order to prevent most long-term negative consequences, an important

byproduct of this study was to recommend assessment strategies for teachers that they

can use for elementary learners, especially for intermediate learners' to increase their

reading comprehension skills. The researchers believe that teachers have a vital role to

play in facilitating learners' experiences with the text, helping learners to create a link

between the text and their previous knowledge through a variety of reading

comprehension techniques, which all increase students' reading comprehension. 

The researchers conclude that employing the transactional model of literary

reading to intermediate learners can result in an increase in terms of their reading

comprehension skills. Moreover, the suggested assessment strategies under the strategies

of the reading process are making study questions, summarizing the educational

materials, and highlighting important text. In addition, reviewing a summary of what they

have read, memorizing some parts of educational material, and making note cards are

also advisable reading techniques that intermediate teachers should employ.

Recommendations

63
 Based on the findings of this study, the following recommendations should be

considered for future research:

1. It would be interesting to conduct a second quantitative study to look into the study's

research questions using different data collection methods, such as observation in an

online learning setting.

2. Replicating the current study with larger sample size and data collected from multiple

regions. The findings of that replication could back up what this study found.

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Appendix A

Questionnaire

ONLINE LEARNING AND ITS IMPACT TO INTERMEDIATE SCHOOL

LEARNERS’ READING COMPREHENSION

Dear Respondents,

Good day!

68
We are the School of Teacher Education (STE) students from Colegio de Dagupan, who
are presently conducting a study entitled “Online Learning and Its Impact on
Intermediate School Learners’ Reading Comprehension”, as a part of our course.

In this connection, we are asking for your precious time and effort to answer all the
questions in the questionnaire through google forms that are important and helpful for the
completion of the study.

Rest assured that all data gathered from you will be kept at the highest level of
confidentiality.

Your positive response to this request will be a valuable contribution to the success of the
study and will be highly appreciated.

Thank you very much for your cooperation

Respectfully, Noted by:

Bugarin, Pauline N. LEVY AUDELMAR CEREZO

Dalaten, Rogie Ann D.         Research Adviser

Tamayo, Mary Jane V.

Student Researchers

69
 ONLINE LEARNING AND ITS IMPACT ON INTERMEDIATE SCHOOL
LEARNERS’ READING COMPREHENSION

I. Profile of the Respondents

Name:

Age:

Sex:

Grade Level:

II. A Questionnaire for Reading Comprehension Skills

Instruction: Please reflect on your experiences as a intermediate learner during your

online class. Rate the following statements carefully and honestly by selecting the
appropriate emoticon that could reflect on your experiences.

1-Strongly Disagree 2- Disagree 3-Neutral

4-Agree    5- Strongly agree

I believe the following strategies are important:

5 4 3 2 1

Strongly Agree Neutral Disagree Strongly

Agree Disagree

70
Situation

I read only if I have to.

I like talking about books with

other people.

After each section/main subject,

I will repeat what I have read or
watched aloud.

I make study questions.

I compare and contrast facts

from lecture notes and the
provided instructional materials.

Reader

I understand what I'm reading or

watching (for example, be able
to answer questions about it and
discuss topics in my own words.

I summarize educational
material in my own words.

I test myself over the

information.

71
I make a practice test..

For me, reading is a waste of

time.

Reading is one of my favorite

hobbies.

I enjoy sharing my thoughts on

books I've read.

Text

I check the instructional material

to make sure that they are
correct.

I highlight important text .

I understand the formation of

the educational material.

I understand the author’s

opinion.

Information-Driven

I use a digital device to take

notes (i.e., laptop, smartphone,
tablet).

I take notes over video content.

72
I record audio notes.

I search for a more information.

I review a summary of what

you've read or seen. (i.e.,
combine information to see how
it all fits together).

Story-Driven

I enjoy the online reading.

I save some parts from an

educational video.

I memorize parts of the

educational material.

I read only to get the

information that I need.

Point-Driven

I make notes of key terms.

I make a summary of the

material.

I arrange what I have written

(i.e., notes) into a different form.

I rank what I have written (i.e.,

73
notes) in order of importance.

I make note cards.

Appendix B

Profile of the Respondents

AGE GRADE LEVEL FREQUENCY PERCENTAGE (%)

GRADE 4 GRADE 5 GRADE 6

8 5 0 0 5 2.65

9 51 7 0 58 30.69

10 2 40 11 53 28.04

11 1 14 44 59 31.22

12 1 1 9 11 5.82

13 0 0 3 3 1.59

TOTAL 189 100%

74
 Appendix C

Tabulated Results

I. Contributing Factors that Affecting the Reading process

Strategies of Reading 5 4 3 2 1 AWM DV
Process

Situation

I read only if I have to. 37 81 33 29 9 3.59 A

I like talking about 3.61 A

books with other 34 80 49 19 7
people.

After each section/main 3.60 A

subject, I will repeat 31 86 43 24 5 
what I  have read or
watched aloud.

I make study questions. 3.65 A

36  76 48 25  4

75
I compare and contrast 3.63 A
facts from lecture notes 30 80 57 22 0
and the provided
instructional materials.

Reader

I understand what I'm 3.98 A

reading or watching (for 54 93 24 12 6
example, be able to
answer questions about
it and discuss topics in
my own words.

I summarize educational 3.72 A

material in my own 34  86 51 18 0
words.

I test myself over the 3.79 A

information. 36 95 42 12 4

I make a practice test. 3.84 A

46 89 34 17 3

For me, reading is a 1.97 D

waste of time. 8 14 12 78 77

Reading is one of my 3.79 A

favorite hobbies. 47 72 53 13 4

I enjoy sharing my 3.82 A

thoughts on books I've 47 82 42 14 4
read.

Text

I check the instructional 58 104 17 7 3 4.11 A

material to make sure
that they are correct.

I highlight important 68 83 30 7 1 4.09 A

text.

76
 I understand the 40 102 41 5 1 3.93 A
formation of the
educational material.

I understand the 35 81 45 5 3 3.86 A

author’s opinion.

TOTAL 3.72 A

II. Reading Abilities of the Children in terms of the three modes of Reading Process

Modes of Reading 5 4 3 2 1 AWM DV

Process

Information-Driven

I use a digital device 3.54 A

to take notes (i.e., 33 76  46 26 8
laptop, smartphone,
tablet).

I take notes over video 3.34 N

content. 19 70 59 32 9

I record audio notes. 3.13 N

22  45 65 46 11

I search for a more 3.98 A

information. 54 95 28 5 7

I review a summary of 3.82 A

what you've read or 44 96 43 12 1
seen. (i.e., combine
information to see how
it all fits together).

Story-Driven

I enjoy the online 3.96 A

reading. 53 90 40  3 3

77
I save some parts from 3.71 A
an educational video. 37 82 46  22 2

I memorize parts of 3.91 A

the educational 49  88 39 12 1
material.

I read only to get the 3.41 N

information that I 31 65 48 36 9
need.

Point-Driven

I make notes of key 3.81 A

terms. 36 96 45 9 3

I make a summary of 3.73 A

the material. 35 89 47 16 2

I arrange what I have 3.80 A

written (i.e., notes) 37 89 54 9 0
into a different form.

I rank what I have 3.77 A

written (i.e., notes) in 37 97 45 15 2
order of importance.

I make note cards. 3.52 A

35 69  52 26 7

TOTAL 3.68 A

78
Communication Letters

79
July 28, 2021

80
BRYLENE ANN R. BAQUIRAN
Dean of School of Teacher Education
Colegio de Dagupan
Arellano St., Dagupan City

Dear Ma’am

Good day!

We, the Bachelor of Secondary Education Major in English students of Colegio de

Dagupan (CdD), sincerely ask for your assistance for validation of the questionnaire in
our research entitled: “ONLINE LEARNING AND ITS IMPACT TO
INTERMEDIATE SCHOOL LEARNERS’ READING COMPREHENSION”.

With your expertise, it would also be a better help for the researchers if you can write
comments, suggestions, and recommendations that will help to improve the above-
mentioned questionnaire. We believe that your valuable observation and experience will
help along the way in the improvement of the knowledge in the academe.

We are looking forward that our request would merit your positive response.

Thank you and looking forward to your favourable response.

Respectfully yours,

Bugarin, Pauline N. Dalaten, Rogie Ann D.         Tamayo, Mary Jane V.

 Student Researcher   Student Researcher Student Researcher

Endorsed by: Noted by:

Levy Audelmar Cerezo Brylene Ann R. Baquiran

Research Adviser School of Teacher Education Dean

81
BUGARIN, PAULINE N.

Poblacion, San Fabian

Pangasinan, 2433 Philippines
(+63) 965 711 7606

___________________________________________________________________________

Birth Date : November 22, 200

Birth Place : San Carlos City, Pangasinan
Gender : Female
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

Bachelor of Secondary Education Major in English 2018-present

Universidad de Dagupan
Arellano St., Dagupan City

Bayoyong National High School 2016 -2018

Senior High School
Bayoyong, Basista, Pangasinan

Bayoyong National High School 2014-2016

Junior High School
Bayoyong, Basista, Pangasinan

San Fabian National High School 2012-2014

Junior High School
Nibaliw East, San Fabian, Pangasinan

East Central Elementary School 2010-2012

Caballero Ave, San Fabian, Pangasinan

Perez Elementary School 2006-2010

Bayoyong, Basista, Pangasinan

____________________________________________________________________________

82
DALATEN, ROGIE ANN D.

Bolosan, Dagupan City

Pangasinan, 2400 Philippines
(+63) 961 113 8591

___________________________________________________________________________

Birth Date : October 28, 1997

Birth Place : Dagupan City, Pangasinan
Gender : Female
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

Bachelor of Secondary Education Major in English 2018-present

Universidad de Dagupan
Arellano St., Dagupan City

Judge Jose De Venecia Sr. Memorial National High School 2013-2014

Junior High School
Bolosan District, Dagupan City, Pangasinan

Bolosan Elementary School 2010-2011

Bolosan District, Dagupan City, Pangasinan

______________________________________________________________________________

83
TAMAYO, MARY JANE V

Alitaya, Mangaldan
Pangasinan, 2432 Philippines
(+63) 9203562106

___________________________________________________________________________

Birth Date : September 08, 1999

Birth Place : Dagupan City, Pangasinan
Gender : Female
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

Bachelor of Secondary Education Major in English 2018-present

Universidad de Dagupan
Arellano St., Dagupan City

Gueguesangen Integrated School 2012-2018

Junior High School- Senior High School
Gueguesangen, Mangaldan, Pangasinan

Alitaya Elementary School 2006-2012

Alitaya, Mangaldan, Pangasinan

______________________________________________________________________________

84