Listening and reading comprehension skills of Grade 3 learners in Taslan Elementary School

Abstract

This descriptive-correlation study research was conducted at Taslan Elementary School, Taslan, Tapaz, Capiz, school year 2022-2023, to determine the following: profile of the respondents in terms of sex, family monthly income, and mother's educational attainment; level of listening comprehension skills of the respondents as a whole and when grouped according to their sex, family monthly income and mother's educational attainment; level of reading comprehension skills of the respondents as a whole and when grouped according to their sex, family monthly income and mother's educational attainment; significant differences in listening comprehension skills of the respondents when they are grouped according to their sex, family monthly income and mother's educational attainment; significant differences in reading comprehension skills of the respondents when they are grouped according to their sex, family monthly income and mother's educational attainment; significant differences in listening and reading comprehension skills of the respondents. This study used the standardized survey questionnaire taken from PHIL-IRI form in determining the listening and reading comprehension skills.

The listening comprehension skills of the respondents as a whole and when grouped according to sex, family monthly income, mother's educational attainment has a better performance except the male respondents. The reading comprehension skills of the respondents as a whole and when grouped according to sex, family monthly income, mother's educational attainment has best performance. There is no significant difference in listening comprehension skills of the respondents when they are grouped according to family monthly income and mother's educational attainment, but there is a significant difference in listening comprehension skills of the respondents in terms of sex. There is no significant difference in reading comprehension skills of the respondents when they are grouped according to family monthly income and mother's educational attainment. Thus, the null hypothesis states that there is no significant difference between the mentioned variables in listening comprehension and reading comprehension skills of the respondents is not accepted.