Analysis of Reading Comprehension Level of Students in a Philippine State University

Abstract

Reading comprehension is a fundamental skill for academic success and effective teaching, particularly for students in teacher education programs. However, national and international reports indicate that many Filipino learners struggle with reading comprehension, raising concerns about the literacy preparedness of future educators. This study assessed the reading comprehension levels of Bachelor of Elementary Education (BEED) students at Eastern Visayas State University (EVSU) across four domains: literal, inferential, critical/evaluative, and integrative/reflective comprehension. The study employed a descriptive survey research design involving 100 BEED students from first to fourth year levels who were selected through purposive sampling. Data were gathered using a reading comprehension test adapted from UPCAT review materials, which included three reading passages with questions aligned with Barrett’s Taxonomy of Reading Comprehension. The collected data were analyzed using frequency, percentage, mean, and standard deviation. The results showed that students demonstrated Basic Understanding in the Literal Level (M = 2.12), indicating a moderate ability to identify explicitly stated information. In contrast, the Inferential Level recorded Limited Understanding (M = 1.31), suggesting that many students had difficulty drawing conclusions and interpreting implied meanings. In the Critical/Evaluative Level, students performed at a Developing Level (M = 3.36), reflecting emerging skills in analyzing and evaluating textual information. Similarly, the Integrative/Reflective Level was also categorized as Developing (M = 2.81), indicating inconsistent ability to connect ideas from texts to personal experiences and broader concepts. Overall, the findings suggest that while BEED students possess basic literal comprehension skills, many still struggle with higher-order reading skills such as inference, evaluation, and integration. These results highlight the need for targeted reading instruction and the integration of explicit comprehension strategies within teacher education programs to strengthen the literacy competence of future educators.