Advisers

Christopher D. Azares, LPT

Discipline

Education

Abstract

Recent studies have documented continuing concerns regarding the reading comprehension of senior high school students. Although comprehension is central to academic learning, many students do not achieve mastery because of low motivation and limited knowledge. In response to current literacy needs, the Department of Education launched the Drop Everything and Read (DEAR) initiative to promote reading habits and support students’ literacy development. The study used a descriptive-quantitative research design to describe the English-language comprehension of 112 selected Grade 12 HUMSS students without manipulating variables. Data were collected using a survey questionnaire. The findings indicated that the Grade 12 Humanities and Social Sciences students perceived their English-language comprehension as high in terms of communication skills, vocabulary, and listening skills. Reading was the most commonly used comprehension strategy, while unfamiliar vocabulary was the most frequently encountered problem. The proposed action plan included programs, seminars, and group sessions intended to improve students’ English-language comprehension. The study found that Grade 12 Humanities and Social Sciences students perceived their English-language comprehension as high across communication skills, vocabulary, and listening skills. Reading was their most commonly used strategy, whereas difficulty identifying unfamiliar vocabulary was the principal problem reported. The study recommends programs, seminars, and group sessions to help students further improve their English-language comprehension.

Keywords

vocabulary, comprehension, english language