Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

This study focuses about reading habits and its effect

to the Academic Performance of Grade 11 students. Our topic

has an impact to the grades of students. This research still

exist in the highest trending issues here in our country.

The youth is very obsessed in using smart phones but then

this technology also help us to sharpen our mind to be more

expand through reading. Reading habits really affect the

Academic Performance of each students not just in negative

way but also in good a ways. We as the researchers is very

interested to this study that’s why we come up with this

topic.

In this topic it has a lot of importance we can

determine the numbers of youth or students who are reading

as their habits. We can also determine the effects of

reading on the study habits of students. By this research it

can help other students, peers, teachers, community, and for

the other future researchers to have more knowledge and

information
about reading towards the study. One of the main reasons why

we came up to this topic it is because here in the Asia

Source iCollege, we found out that some of the students are

not good in reading.

We as a researchers choose this topic because we have a

purpose. We choose this topic to point out the grade 11

students who are not interested in reading and also to

remind all the students how reading habits affects towards

academic performance

Background of the Study

According to Bashir & Mattoo, (2012) Reading habits are

well-planned and deliberate pattern of study which has

attained a form of consistency on the part of the students

towards understanding Academic subjects and passing at

examination. Reading habits determine the Academic

achievements of the students to a great extent. Both reading

and academic achievements are interrelated and dependent on

each other. Students often come from different environments

and localities with different level of academic achievement.

Therefore, they differ in the pattern of reading habits.

Academic achievement means how much knowledge the individual

has acquired from the school.

A creative and pragmatic education involves the habit

of personal the act of personal investigation requires self-

study to be follow by self-thinking and analysis. Self-

study, otherwise referred to as reading at one’s own accord,

require a habit, which is known as reading habit. Reading

makes way for a better understanding of one’s own

experiences and it can be an exciting voyage to self-

discovery. “Reading habits is the best formed at a young

impressionable age in school, but once formed it can last

one’s life time” (Green, 2001)

Reading and academic achievement are essential for

research workers and educationist to know that every child

whether he or she is gifted, average, normal or backward

etc, should be educated in his or her own way but if he or

she possesses good study habits, he or she can perform well

in academics and in every situation. It is the reading

habits which help the learner in obtaining meaningful and

desirable knowledge. Good reading habits act as a strong

weapon for the students to excel in life (Bashir & Mattoo,

2012).

According to Palani (2012), reading habits is an

essential and important aspect for creating a literate

society in this world. It shapes the personality of

individuals and it helps them to develop proper thinking

methods, and create new ideas. However, the developments in

the Mass Media, had continued to influence interest in

reading (hard copy of literature such as…) books, magazines,

and journals among others.

Palani (2012) is of the opinion, effective reading is

important avenue of effective learning and reading is

interrelated with the total educational process and hence,

educational success requires successful reading habit. He

believes reading is the identification of the symbols and

the association of appropriate meaning with them. It

requires identification and comprehension. Comprehension

skills help the learner to understand the meaning of words

in isolation and in context. Before the advent of the

television, both the young and the old found enough time to

read. Apart from teachers, other professionals used to spend

their leisure time in reading both English and vernacular

literature.

The researchers choose this study to know the

relationship of reading habits on academic performance. In

this study students will develop their reading strategies

and play a key role in academic success. It also acquire the

student to read extensively to become a good reader and have

vocabulary knowledge.

Theoretical Framework

According to Matthew Knoester’s theory, suggest that

independent reading out of school is strong indicator of

school and reading success. However, studies also suggest

that student recreational reading significantly decreases in

the middle school year. This article explores some of the

reasons adolescent students choose to read independently or

are reluctant to do so. In this student research study the

author interviewed his former co-student, their parents, and

their current teachers about what motivates adolescents to

read or not to read. Evidence from this study suggests that

independent reading is intimately connected to various

social practices, despite commonly held views that describe

independent reading as a solitary activity.

Teaching strategies to encourage student motivation are

shared.

The more your child reads, the more new words will find

their way in to his vocabulary. Reading allows for exposure

to words and phrases that you might not use as part of

normal speech. “When you read aloud to your child, you are

not only helping to prepare her to learn to read, you are

also exposing her to rich language she otherwise might not

hear,”states Susan Canizares, Ph.D, a specialist in language

and literacy development.

(https://www.academia.edu/31368455)
 Conceptual Framework
Household

environment

Attitude
Reaing habits School
towards
environment
reading

Time spent Frequency of

on reading reading

A student’s reading varies from other student even when they

are being taught by the same teacher and under the same

environment. Attitude towards reading, Type of book read

(academic or non-academic), Time spent on reading, Frequency

of reading, School environment, and Household environment

are among the various factors that can contribute to a

student’s reading habit. Other factors may include learning

disabilities, interest etc. An alteration in these factors

may lead to a positive or negative change in the attitude of

the student toward reading. Thus, the six variables above

determine a student’s reading habit.

A study by Covert (2009), propose a theory of

motivation called subjective task values. According to the

theory there are varying factors that induce students to do

different tasks. The reasons they give has been grouped into

the three main values (interest, utility, and attainment).

The utility value is the practicality and helpfulness of the

activity. How important an activity is to a student is

termed as the attainment value. The interest value provides

encouragement based on how much the student likes or prefers

that activity. According to Karissa Alice Covert (2009 there

are two types of motivation, which are intrinsic and

extrinsic motivation. Intrinsic motivation is the driving

force that comes from

within the individual serving as a stimulus and propelling a

student to want to complete an activity.

Old father as cited Covert (2009) theorized that the

unending instinct to acquire knowledge and skills is the

explanation for some students' intrinsic motivation to read.

The continuing impulse to learn is the "intense involvement,

curiosity, and search for understanding". Extrinsic

motivation on the other hand, is external to the individual,

thus comes from others sometimes in the form of different

reinforcements.

According to Bian carosa and Snow (2004), approximately

32 percent of tertiary-bound high school students will

likely be successful in English courses at the tertiary

level. Schoenbach and Greenleaf (2009) also confirm that a

good number of young people are not ready for intellectual

requirements at the tertiary level, especially in the areas

of comprehension of tertiary-level text, reading, writing,

and speaking skills. Lesesne (2006) reported an interesting

statistic that “more than 75 percent of teens graduating

from high school indicated that they will never read another
book

again.” In Ghana, this kind of attitude can be identified in

the act of students selling their books, intentionally and

joyously burning academic materials, and in some cases

destroying school facilities after graduating. The study

found that reading dropped among young people in relation to

age. In 2005, it was realized that the number of 17-year-

olds leisure reading was lower than it was about two decades

ago. Among 13-year-olds, less than one-third was reading

daily. The reading interests of students 18 decreased by 50

percent from age nine to age 17, with only 22 percent of 17-

year-olds reading almost every day voluntarily. Over the

period of 3 decades of research, 17-year-olds have not

improved their reading test scores.

The act of leisure reading has a good tendency to

result in learning and is a good motivation if it is the

reason for reading. It is quite alarming that children have

little or no interest in finding good books and engaging in

reading. This situation can be found in all the regions of

Ghana. It is worthy of note that in Ghana people hardly read

essential reading materials provided in drugs, gadgets,

machines and

others, but prefer to do trial and error with them. Time

spent

leisure reading drops dramatically as children enter

adolescence. A national study by the Endowment for the Arts

(2007) found that fifteen through twenty-four year olds are

only reading an average of eight or nine minutes per day.

Engaging in reading for eight or nine minutes each day is

inadequate for intellectual development and enhancing

literacy. It is a widely known fact that leisure reading

increases fluency, comprehension, vocabulary, cognitive

development, verbal skills, content knowledge, and much more

(Shelfebine, 2000; Worthy, 2002). Nonetheless, it has been

identified that, time devoted to leisure reading declines

vividly when children reach the ages between 10 and 20. As

children enter these ages, most of them make the choice

consciously or unconsciously not to engage in voluntary

reading causing general reading failures. Students engage in

leisure reading voluntary, and not due to assignments given

to them by teachers, parents and guardians. Leisure reading

has been referred by different researchers as voluntary

reading, spare time reading, recreational reading,

extracurricular reading, independent reading, self-selected

reading, and free reading (Cope, J 1997; Cullinan, 2004;

Hughes-Hassell & Rodge, 2007; Watkins & Edwards, 1992).

Statement of the Problem

This study will be conducted to determine the impact to

the Grade 11 students reading habits in English and their

academic performance Asia Source iCollege.

1. What is the demographic profile in terms of:

1.1 Strand

1.2 Section

1.3 Age

1.4 Gender

2. What are the reading habits of the Grade 11 students of

Asia Source iCollege?

3. What is the frequency distribution of respondents in

terms of reading habits?

4. What is the frequency distribution in terms of reading

habits to the academic performance?

 5. Is there any significance effect between reading habits

to Academic Performance of Grade 11 student in Asia

Source iCollege?

Null Hypothesis

There is no significant effects between reading habits

to their academic performance of Grade 11 students in Asia

Source iCollege

Significance of the study

This research will be beneficial to the following

persons or entity:

Students – the study aims to help them to be aware that

there are good and bad effects. They didn’t know how this

case that state in this study are affecting in their

academic performance in school. They must read this to know

and think if it’s really effective. It will help them to

know the advantage and disadvantage.

Teachers – is the one who’s responsible and superior

for guiding the students of Asia Source iCollege. The grade

12 teachers are the one who can help to the grade 12

students in terms of the participation and the result of the

grade 12 students in their performance. This study can help

the teachers also to give them ideas and what are the causes

of

grade 11 students having a poor or having a good Academic

Performance.

Parents – the result of this study will help them to

know the performance of their children in school.

Future Researcher – They can use this research study as

a guide to fulfil and enhance themselves to be prepared to

make their own research study one day.

Scope and Delimitation

The study focuses on the effects of reading habits

on academic performance of grade 11 students in Asia

Source iCollege. Therefore, reading gives both power

and pleasure with understanding by reading the material

as on fired whole by which one can expand the frontiers

of knowledge and scholarship.

Definition of Terms

Reading habits – this is refers to the style of reading

of the students and also how the students engage in their

reading. Educational Technologies Limited (2019)

Students – a Grade 11 students are the one who gives a

response or answer to a question that is going to interview

or survey by the researchers.

Reading Comprehension – is the ability to process text,

understand and its meaning, and to integrate with what the

reader already knows. Ability to comprehend text is

influence by reader’s skill and their ability to process

information.
 Chapter 2

Review of Related Literature

The activity of reading of an individual, which

commences together with the beginning of school age and

continues throughout their lifetime, is also the basic tool

of learning. After acquiring basic skills pertaining to

reading, ensuring that these skills are permanent, sustained

throughout life, and transition to functional and critical

literacy is closely related to the reading habit of the

individual. In individualistic terms, the habit of reading

is also one of the most important foundations of a robust

and developed personality. In the world of today where

knowledge is increasing rapidly and science and technology

impose constant changes to human life, it is observed that

humans constantly need to improve themselves in both their

professional and social lives. In occupational and career

development after formal education, especially for the

purpose of being able to adapt to change, education and

lifelong learning has become a necessity. University

students are groups that are expected to have a high level

of reading
habit, which is among the individual and social development

criteria. Thus, the determination of reading habits of

university students is considered important in both areas

they need and in their self-developments throughout their

lives. Aliye Erdem (2015)

Reading habit is an essential and important aspect for

creating the literate society in this world. It shapes the

personality of an individual and it helps them to develop

the proper thinking methods and creating new ideas. At

present, due to the influence of the Mass Media, people

could not show much interest in reading the books, magazines

and journals etc, Therefore, there is the urgent need to

develop the reading habit among the individuals in the

society. In this paper, the author has discussed the various

methods and benefits in improving the reading habits. Palani

(2012)

Gallo (2007) said “books, yield their best to you, if

you read them at the age at which each particular

masterpiece can ideally be chewed and digested”. There is

little knowledge about the everyday reading practices of

tertiary education
students and how these practices affect their academic

achievement.

Everyday reading consists of individuals’ reading

activities for a variety of purposes, such as for relaxation

or information (Issa. et al, 2012). They believes that from

middle childhood through adulthood, reading becomes a major

component of studying, and much information learned through

studying is initially acquired through reading. Thus

everyday reading activities in which students engage may

considerably influence their studying skills and subsequent

academic performance. There is a general sense in which one

appreciates the link between good habits of reading and the

academic performance of students generally, (Issa et al,

2012)

Guthrie, Benneth & McGough, (2007) believe that

“reading” is the act of getting meaning from printed or

written words, which is the basis for learning and one of

the most important skills in everyday life. (Issa et al

2012) further explain that reading is usually associated

with books as only the written words provide a complete

picture of the act of reading. It means that through

reading, the individual

is able to build or fix things, enjoy stories, discover what

others believe and develop ideas or beliefs of their own.

Thus, reading provides the key to all forms of information

necessary for our day-to-day survival and growth.

It follows then that if you are in the practice of

reading regularly without thinking about it because of the

permanence of its continuity, one can conclude that good

reading habits have been formed. This is because a habit is

formed unconsciously when an individual does something many

times, and becomes part and parcel of such a person’s life.

Incidentally, many students do not belong in the category of

those with good reading habits. Their poor or bad reading

habits could partly be held responsible for general poor

performance that the school systems usually record in both

internal and external examinations (Issa et al, 2012).

Review of Related Studies

This study has the objective of determining the reading

habits of students studying at the Ankara University

Department of Primary Education and Erciyes University

History Department (2015). To that end, data of

questionnaires applied to a total of 326 students consisting

of 225 students from Ankara University and 101 students from

Erciyes University have been analysed and the results have

been presented in the form of tables.

According to the data obtained in the study, it has

been determined that students at Ankara University and

Erciyes University read novels, newspapers and magazines in

their spare time, they enjoy reading literary works,

historic, romantic, entertaining-humorous, and psychological

genres the most, and they could not spare much time for

reading books due to the intensity of lessons, busy social

life, preparation for examinations and spending time on the

computer/internet. Erdem (2015)

 Chapter 3

Research Method

This chapter present the totality of research

procedures through which the study can be framed. The

chapter shows the important aspects that cover discussions

on the research design, population frame and sampling

technique, the setting of the research study and the

participants, to where it was conducted instrumentation,

data gathering procedure, and statistical treatment.

Survey method with the use of questionnaire was used

for data collection. Copies of questionnaire given to the

students aimed to assess the effects of reading habits to

the Academic Performance of Grade 11 students in Asia Source

iCollege.
Research Design

According to Babbie (2010), Quantitative methods

emphasize objective measurements and the statistical,

mathematical, or numerical analysis of data collected

through

polls, questionnaires, and surveys, or by manipulating

pre-existing statistical data using computational

techniques. Quantitative research focuses on gathering

numerical data and generalizing it across groups of people

or to explain a particular phenomenon.

In addition, according to internet source entitled

“What do we mean” by Descriptive Research (2014), A

descriptive study is one in which information collected

without changing the environment. It is used to obtain

information concerning the current status of the phenomena

to describe “what exist” with respect to variables or

conditions in a situation. The methods involved range from

the survey which describes the status quo, the correlation

study which investigates the relationship between variables,

to developmental studies which seek to determine changes

over time.
Research Respondents

The researcher’s respondents had a selected of 60

students in Grade 11 student’s morning session who were

currently enrolled in Asia Source iCollege S.Y 2019-2020

Research Locale

This research conducted at the Asia Source iCollege in

4/F Gate 3 Plaza Lawton Avenue Corner Juliano Avenue AFPOVAI

Phase II Western Bicutan Taguig City.

Research Instrument

The instrument used was a researcher-made questionnaire

checklist to gather the needed information and data for the

student’s profile. As the data that is answered by the

respondents was collected, the researchers tabulate the

gathered data to validate the answer of Grade 11 students

The questionnaire that was used in the study has five

terms that is answerable by, strongly agree, agree, neutral,

disagree, strongly disagree that is given to the random

Grade 11 students of Asia Source iCollege.

Rank Verbal Ranges

 Interpretation
1 Strongly Agree 4.6 - 5.0
2 Agree 3.6 – 4.5
3 Neutral 2.6 – 3.5
4 Disagree 1.6 – 2.5
5 Strongly Disagree 1.0 – 1.5

Data Gathering Procedure

The first step used was to ask permission from the

Branch Director of ASiC Taguig to conduct the survey. The

questionnaire was distributed to the respondents after

securing the permit. Copies of the approved questionnaire

were distributed in order to gather relevant data by the

permission of teachers. The instruments were retrieved after

they finish answering.

Statistical Tool/ Treatment of Data

1. Frequency and Percentage

To describe the profile of the respondents, the

percentage will be computed. The measure of dominant

quality was utilized to determine the most probable

scenario.

f
Formula:P = x 100
n

F = Frequency

P = Percentage (%)

N = Total Number of Population

2. Weighted Mean

The process of finding “weighted Mean” which is

referred to as central tendency was used.

 fx
Formula: WM:
N

Where:

WM: Weighted Mean

N: Total Number of Respondents

∑: Summation

X: Score
 Chapter 4

Presentation, Analysis, and Interpretation of the Data

This chapter presents the data gathered, the result of

the statistical analysis done and interpretation of

findings. These are presented in tables following the

sequence of the specific research problem regarding the

Effect of Reading Habits in Academic Performance.

Table 1

Demographic profile of the Respondents in terms of their Age

Age Frequency (F) Percentage (%)

15 4 6.66%
16 28 46.66%
17 23 38.33%
18 3 5%
19 1 1.66%
20 and above 1 1.66%
Total 60 99.97%

Table 1 shows the frequency and percentage distributions of

the Grade 11 students according to age it can be seen in

table 1 that the majority of the respondents belong to the

age 16 years old with the percentage of 47% followed by the

age of 17 years old with the percentage of 37% the third one

of the highest percentage is 15 years old with the

percentage of 7% and followed by the 18 years old with

percentage of 5% followed by the second to the lowest

percentage the 21 and 19 years old with the frequency of 2%

and lastly followed by 20 years old with the percentage of

0%

Table 2

Demographic Profile of the Respondents in terms of their

Gender

Gender Frequency (F) Percentage (%)

Male 27 45%
Female 33 55%
Total 60 100%

Table 2 shows the Distribution of Respondents by Gender

base on the data in the table. The majority or the highest

frequency are female with the percentage of 55% and only 45%

for male.
 According to Ladipo (2015) Exploring gender differences

in reading habits of university students in Pakistan. The

data was collected through a questionnaire from 1050 male

and female students of three universities located in Punjab

province. The results show that the reading habits of male

and female students were somewhat different depending upon

their objective, liking, timing of study and other factors.

Female students exhibited comparatively more positive

attitude towards reading as compared to their male

counterparts. It is recommended that teachers at

universities must play an active role in motivating, guiding

and supervising students for developing positive reading

habits especially among male students. Libraries of higher

education institutions should be well equipped with a

variety of printed and electronic reading materials, and

must provide students with conducive reading environment.

Table 3

Demographic Profile of the Respondents in terms of

their Strand

STRAND Frequency (%) Percentage (%)

ABM 20 33.33%
 STEM 10 16.66%
ICT 10 16.66%
HUMSS 10 16.66%
GAS 10 16.66%
Total 60 99.97%

Table 3 shows the Respondent’s Profile in terms of

their strand. The majority of the respondents belong to the

ABM strand frequency of 20 or 32%. The other strand belong

to the lowest respondents with the frequency of 10 or 17%.

Table 4

Demographic Profile of the Respondents in terms of

their Section

Section Frequency (F) Percentage (%)

ABM1-A 10 16.66%
ABM1-B 10 16.66%
GAS1-A 10 16.66%
STEM1-A 10 16.66%
HUMSS1-A 10 16.66%
CP1B-M 10 16.66%
Total 60 99.97%
 The table above shows the Demographic Profile of the

Respondents in Terms of Section are all equalled frequency

10 or 16.67%.

Survey Analysis

Likert scale system

Table 5

1. Reading helps you to get high score in exams.

Verbal Frequency (F) Percentage (%)

Interpretation
Strongly Agree 43 71.66%
Agree 9 15%
Neutral 3 5%
Disagree 1 1.66%
Strongly Disgaree 4 6.66%
Total 60 99.98%

The table above shows the percentage of

distribution of the respondents answer. The majority of the

respondents answered strongly agree with the frequency of 43

or 72% out of 60 total respondents. Disagree got the lowest

percentage of 2% or 1 out of 60 respondents.

Table 6

2. Reading motivates you to become an outstanding

students.

Verbal Frequency (F) Percentage (%)

Interpretation
Strongly Agree 30 50%

Agree 19 31.66%

Neutral 7 11.66%

Disagree 2 3.33%

Strongly 2 3.33%

Disagree
Total 60 99.98%

The table above show the verbal interpretation of the

respondents. The highest verbal interpretation is strongly

agree with the frequency of 30 or 50%. The lowest is

disagree and strongly disagree shows equal distribution of

verbal interpretation with the frequency of 2 or 2%.

 Table 7

3. Reading helps you to understand other subject.

Verbal Frequency (F) Percentage (%)

interpretation
Strongly Agree 37 61.66%
Agree 13 21.66%
Neutral 6 10%
Disagree 2 3.33%
Strongly 2 3.33%

Disagree
Total 60 99.98%

The table 7 shows the percentage or frequency who

strongly agree that the reading helps the student to

understand other subject with the frequency of 37 or 62%.

The lowest is disagree and the strongly disagree with the

same frequency 2 or 3%

Table 8

4. Reading habits helps you to enhance vocabulary.

Verbal Frequency (F) Percentage (%)

 Interpretation
Strongly agree 38 63.33%
Agree 14 23.33%
Neutral 4 6.66%
Disagree 2 3.33%
Strongly 2 3.33%

Disagree
Total 60 99.98%

Table 8 shows that majority of verbal interpretation

which is strongly agree with the frequency 38 or 63%.

Lastly, the lowest verbal interpretation has an equal result

which is disagree and strongly disagree with the frequency

of 2 or 3%

Table 9

5. Student can participates in class recitation after

reading.

Verbal Frequency(F) Percentage (%)

interpretation
Strongly agree 28 46.66%
Agree 20 33.33%
Neutral 6 10%
 Disagree 4 6.66%
Strongly 2 3.33%

Disagree
Total 60 99.98%

Table 9 shows the frequency and distribution of the

respondents according to their verbal interpretation

regarding to ‘Student can participate in class recitation

after reading’. The majority is strongly agree that has a

frequency 27 or 47%. The lowest verbal interpretation is the

strongly disagree with the frequency of 2 or 3%

Table 10

6. Do you think reading habits has also a side effect

for academic performance of the students?

Verbal Frequency (F) Percentage (%)

interpretation
Strongly agree 22 36.66%
Agree 17 28.33%
Neutral 14 23.33%
Disagree 6 10%
Strongly 1 1.66%

Disagree
Total 60 99.98%
 Table 10 shows that the most answer of the respondents

are strongly agree which means the conclusion that there was

a good effect of reading to the academic performance. The

lowest frequency is 1 or 2% which is strongly disagree

verbal interpretation.

Table 11

7. Reading habits can enhance your vocabulary.

Verbal Frequency (F) Percentage (%)

Interpretation
Strongly agree 50 83.33%
Agree 4 6.66%
Neutral 2 3.33%
Disagree 2 3.33%
Strongly 2 3.33%

Disagree
Total 60 99.98%

The table 11 shows that the majority of the verbal

interpretation regarding to ‘reading can enhance

your vocabulary’ belonged to the strong agree with a

frequency of 40 or 68% out of the total 60

respondents. On the other hand, neutral, disagree,

 and the strongly disagree got the equal percentage

of 3% or 2 out of 60 respondents.

Table 12

8. Reading can improve your memory.

Verbal Frequency (F) Percentage (%)

Interpretation
Strongly agree 37 61.66%
Agree 14 23.33%
Neutral 5 8.33%
Disagree 2 3.33%
Strongly Disagree 2 3.33%
Total 60 99.98%

Table 12 shows the frequency and percentage

distribution regarding to ‘Reading can improve your memory’.

The table shows that the majority of the respondents is

strongly agree with the frequency 37 or 63% out of 60

respondents. On the other hand, the 3% of the respondents

are disagree and strongly disagree according to their verbal

interpretation.
 Table 13

9. Reading can poor your eyesight

Verbal Frequency (F) Percentage (%)

interpretation
Strongly agree 23 38.33%
Agree 8 13.33%
Neutral 16 26.66%
Disagree 9 15%
Strongly disagree 4 6.66%
Total 60 99.98%

Table 13 shows that the majority of the respondents

belong to the neutral which has a frequency 21 or 35% out of

60 respondents. On the other hand, strongly disagree got the

lowest frequency 4 or 7% outgo 60 total respondents.

Table 14

10. Reading can waste your time.

Verbal Frequency (F) Percentage (%)

 interpretation
Strongly agree 5 8.33%
Agree 2 3.33%
Neutral 12 20%
Disagree 19 31.66%
Strongly disagree 22 36.66%
Total 60 99.98%

The table 14 shows that the majority of the

respondents has a verbal interpretation of strongly

disagree with the frequency of 22 or 37%. On the other

hand, the respondents who agree with the ‘reading can

waste your time’ got the lowest frequency 2 or 3% out

of 60 total respondents.

Table 15

Presentation of Chi-Square

O E (O-E) (O-E)² (O−E) ²

e
Q1.Reading 43 29.1 13.9 193.21 6. 63
helps you to
get high
score in
exams
Q2. Reading 30 29.1 0.9 0.81 0.02
 motivates
you to
become an
outstanding
student
Q3. Reading 37 29.1 7.9 15.18 0.54
helps you to
understand
other
subject
Q4. Reading 38 29.1 8.9 17.8 0.61
helps you to
enhance
vocabulary
Q5.Student 28 29.1 -1.1 -2.2 -0.07
can
participates
in class
recitation
after
reading
Q6. Do you 22 29.1 -7.1 21.8 0.74
think
reading
habits has
also a side
effect for
academic
performance
of the
students?
Q7.Reading 50 29.1 20.9 41.8 1.43
habits can
enhance your
vocabulary.
Q8.Reading 37 29.1 7.9 15.8 0.54
can improve
your memory.
Q9. reading 23 29.1 -6.1 37.21 1.27
 can poor
your
eyesight
Q10.Reading 5 29.1 -24.1 580.81 19.95
can waste
your time.

In this table above shows the (10) categories of

questions. The observed is came from the respondents

who answered Strongly Agree.

The next table shows the final decision and

summarization of the result of chi-square

Table 16

Chi-Square Table Distribution

Degree 0.99 0.95 0.90 0.75 0.50 0.25 0.10 0.05 0.01

of

Freedom
1 0.000 0.004 0.016 0.102 0.455 1.32 2.71 3.84 6.63

2 0.020 0.103 0.211 0.575 1.386 2.77 4.61 5.99 9.21

3 0.115 0.352 0.584 1.212 2.366 4.11 6.25 7.81 11.34
4 0.297 0.711 1.064 1.923 3.357 5.39 7.78 9.49 13.28
5 0.554 1.145 1.610 2.675 4.351 6.63 9.24 11.07 15.09
6 0.872 1.635 2.204 3.455 5.348 7.84 10.64 12.59 16.81
7 1.239 2.167 2.833 6.346 6.346 9.04 12.02 14.077 18.48
8 1.647 2.733 3.490 7.344 7.344 10.22 13.36 15.51 20.09
9 2.088 3.325 4.168 8.343 8.343 11.39 14.68 16.92 21.67
10 2.558 3.940 4.865 9.342 9.342 12.55 15.99 18.31 23.21
 This table shows that the degree of freedom of null

hypothesis is 9. To get the Degree of Freedom of Null

Hypothesis. You should subtract the number of all categories

(10) to 1 and the given significant level of 0.05. The

critical value of Null Hypothesis is 16.92

Table 17

Summarization of Data

Null Degree of Computed Critical Decision

Value
Hypothesis Freedom Value
There is 9 31.66 16.92 Rejected
effect/s of
Reading
Habits to
the Acadeic
Performance
of Grade 11
Students in
Asia Source
iCollege.
S.Y 2019-
2020

This table above revealed that there is significant

effect between Reading Habits to the Academic Performance of

Grade 11 students in Asia Source iCollege.

 And also, the table show summarization of the chi-

square. It can be seen in this table that the chi-square is

rejected because the total of computed value got 31.66 and

the critical value is 16.92 which give the decision

‘rejected’

Chapter 5

Summary, Conclusion, and Recommendation

This chapter presents the summary, conclusion, and

recommendations of the results related to the study.

Summary

This topic talks about the effect of reading habits to

the Academic Performance of Grade 11 students. In this

research, we will determine the good or bad effect of

reading habits to their academic performance. And we will

find out if the reading habits can improve and applied it in

academic performance

This study may help the students to know how reading

habits affect when it comes to academic performance.

Conclusion
 It is stated in the null hypothesis is rejected.

Therefore, there is no significant between the Effect of

Reading habits to the Academic performance. The result of

the

study was shown in Chapter 4. The result of the chi-square

summation is 31.66 and the critical is 16.92. That’s why the

null hypothesis is rejected.

The research concluded that the reading habits has a

significant effect to the academic performance, even the

vocabulary of the student and any reading performance.

Recommendation

The researchers recommended the following entity:

1. For the students, be responsible when it comes to

reading balance your time to for you to avoid poor

eyesight.

2. Teacher must guide students for them to have a good

performance when it comes to academic.

3. For parents always have time to teach your children how

to read fluently.
4. For the students, whatever problem that you encountered

try to read to relieve your stress.

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Practice, 2015 - go.galegroup.com