Republic of the Philippines

State Universities and Colleges

GUIMARAS STATE UNIVERSITY
McLain, Buenavista, Guimaras

CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

“Reading is the fundamental process of learning. It is the practice of

comprehending and acquiring knowledge, personal growth, and

development. It is an essential process that aids the conception of

thoughts and knowledge in one’s chosen field of study or specialization.

Assert that the ability to read is at the heart of self-education and life-

long learning and that it is an art capable of performing life and society”

(Tella & Akande, 2007). “Reading makes way for a better understanding

of one’s own experience, and it can be an exciting voyage to self-

discovery. Reading habits will enable students to have effective study

skills, knowledge of different information resources, and effective

retention capacity. Reading is an essential tool for knowledge transfer,

and the habit of reading is an academic activity that increases skills in

reading strategies. Thereof, cultivating reading habits is tantamount to a

student's academic performance” (Owusu, A. M., and A. G. Lacson,

2014).

“Academic success at the tertiary level is likely a multi-dimensional

phenomenon that includes language proficiency, learning, study

strategies, and certain personal characteristics” (Akabuike I. G. & I. E.

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McLain, Buenavista, Guimaras

Asika, 2012), and this could be achieved when one imbibes good

reading habits that will make him/her a lifelong learner.

Early imbibing of reading habits is an essential skill necessary in the

acquisition of knowledge, which is highly demanding in the life of every

student in the academic environment. According to Greene B. (2001), it

is best formed at a young, impressionable age in school, but once

formed, it can last one’s life.

When young people miss the opportunity to appreciate and love to read

at an early age, they will find it challenging to imbibe a reading habit in

the late years.

There are some students who are having a hard time reading, have

poor vocabulary skills, and such, which somehow affects their academic

performance. It is needed to have this kind of study to determine the

effect of this habit on their academic performance and for them to be

aware of what they might face once they possess this kind of habit.

Therefore, this study investigates the effects of reading habits on the

academic performance of Grade 5 students at Sinaja-Salvacion

Elementary School.

Reading is vital in every student’s life. Imbibing reading habits can help them

become a life-long learners. Reading is not the only way to fill in free time or

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State Universities and Colleges
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McLain, Buenavista, Guimaras

merely as hobby but reading habit helps to develop more creative thinking, which

can lead to mental and spiritual development. It is known that reading is a way to

search for information and knowledge. Doing so, benefits the readers in which

one would have the time to scrutinize the details, think and re-check facts that

have been read.

In doing so, this benefits the readers in which one would have the time to

scrutinize the details, think and recheck facts that have been read.

Here in Can-Avid National High School, there are some students who are

finding it hard to read particularly English texts and it somehow affects their

academic performance for whenever they are reading their classmates are

laughing at them, so as an they are afraid to recite or participate in class because

they’re afraid of judgements. Indeed, conducting a study to this specific problem

of the students in Can-avid National High School is necessary in identifying the

particular reading habits. This study might awaken the minds of the students to

the things that can help them in different aspects.

STATEMENT OF THE PROBLEM

This study seeks to determine the effects of reading habits to students in

Can-avid, Eastern Samar. Specifically, this study will find answer to the following

questions and statements:

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State Universities and Colleges
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McLain, Buenavista, Guimaras

1. To determine the reading habit of the respondents as:

1.1 Scanning type

1.2 Skimming type

1.3 Light type

1.4 Word by word

1.5 Reading to study

2. How does this reading materials affect the reading habit of the students:

2.1 Textbooks

2.2 Magazines

2.3 Electronic books

2.4 Newspapers

2.5 Story books

3. The factors that forces a student to read:

3.1 Examination

3.2 Self-development

3.3 Assignment and coursework

3.4 Pleasure and relaxation

3.5 Improve spoken/written English

3.6 Impress parents

3.7 While away time

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State Universities and Colleges
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McLain, Buenavista, Guimaras

4. What factors that affect the reading habits of the students in terms of:

4.1 Reading difficulty

4.2 Background knowledge

4.3 Reading vocabulary

4.4 Language barrier

5. To determine the academic performance of the respondents through the

scale below:

5.1 97-100 (Highest Honour)

5.2 95-96 (High Honour)

5.3 90-94 (With Honour)

5.4 80-89 (Average)

5.5 75-79 (Pass)

5.6 74 and below (Failed)

6. Is there a significant relationship between reading habit and academic

performance? Yes or no?

THEORETICAL FRAMEWORK

According to Dole et al. (1991), in the traditional view of reading, novice

readers acquire a set of hierarchy ordered sub-skills that sequentially build

toward comprehension ability. Having mastered these skills, readers are viewed

as experts who comprehend what they read.

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State Universities and Colleges
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McLain, Buenavista, Guimaras

In addition, Nunan (1991), reading in this view is basically a matter of

decoding a series of written symbols into their aural equivalents in the quest for

making sense of the text. He referred to this process as the “bottom-up” view of

reading. McCarthy (1999) has called this view “outside-in” processing, referring to

the idea that meaning exists in the printed page and is interpreted by the reader

than taken in. This model of reading has almost always been under attack as

being insufficient and detective for the main reason that it relies on the formal

features of the language, mainly words and structure.

In the current field of reading there is very limited application and

generalizability of research to the development of study skills (Oslon, 2006;

Gross, 2002). The field had many past theories which have since individualized

and evolved over the last 40 years (Lass, 1983; Gross, 2004). One of the stage

theories that researches have relied on in the past is Anbar’s stage theory of

reading.

Moreover, Anbar goes on to show that there are seven possibly eight stages

to reading (Anbar, 1986). The first stage is the awareness of printed words as

opposed to pictures. The next stage is the identification of individual letters and

the recognition of words by sight alone.

The third stage is the running of sounds of individual letters of the alphabet by

themselves and with others. The fourth stage is putting together words by the

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McLain, Buenavista, Guimaras

individual letters as opposed to sight memory of the word alone. The fifth stage is

actively reading and the sixth stage is developing the ability to read unfamiliar

books easily, but Anbar prophesized that there can be an eight stage where the

students can develop reading for personal enjoyment and fulfilment, but was not

formally added to the process. Similarly, another growing area of this field is the

study of early reading and precociousness. Much research suggests that being a

precocious reading has significant advantages (Mills and Jackson, 1990)

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

Reading Habits Academic

Performance
1. Scanning type of
1. 97-100
reading
(Highest 7
2. Skimming type
Respondent’s honour)
of reading
Profile 2. 95-96 (High
 honour)
1. Name

Republic of the Philippines

State Universities and Colleges
GUIMARAS STATE UNIVERSITY
McLain, Buenavista, Guimaras

SCOPE AND LIMITATION OF THE STUDY

The respondents of the study are two hundred thirty six (236) students who have

a reading habit in Can-avid National High School S.Y 2019-2020. The study was

conducted at Can-avid, Eastern Samar. The researchers use questionnaire as a

method in collecting data.

SIGNIFICANCE OF THE STUDY

This study will help different individual to know the different effects of reading

habit to the academic performance of the students. This study would be

beneficial to the following:

Students. This study will be beneficial to the students in gathering an idea on

how reading habits can help them in many ways.

Teachers. This study will help them to strategize new activities if their students

have this kind of reading habits.

Future researchers. This will serve as guide in their research by basing their

topic to the implications and recommendations given.

School administrators. This study will be beneficial to the school administrators

on helping students with the things that require more attention to be catered to.

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State Universities and Colleges
GUIMARAS STATE UNIVERSITY
McLain, Buenavista, Guimaras

Parents. This study will help them in determining the things that can help their

children to become more productive and competitive in class.

Guidance counsellor. This study will help them guide the students to ensure if

reading habits are practiced be and if those are effective and productive to them.

HYPOTHESIS

There is no significant relationship between reading habits and academic

performance.

DEFINITION OF TERMS

The following are operationally define for better understanding of this study:

Reading habit – an action of a person who reads and has a product for his

action or learning.

Good reading habit – kids value what they see their parents are doing, so

they need to see adults engaged in reading on a regular basis.

Bad reading habit – are never been good thing when you are trying to sit

down and absorb information of any kind. They will end up casting you

valuable time. They will also ensure that you are trying to read.

Academic performance – is the extent to which a student, teacher, or

institution has achieved their short or long-term educational goals.

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State Universities and Colleges
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McLain, Buenavista, Guimaras

Reading difficulty – it is used interchangeably with the terms reading

disability and learning disability in this study. It includes problem in reading

habits, word recognition, comprehension, word grouping, and punctuations.

Background knowledge – also called schema, relevant background

knowledge, prior knowledge, or just plain experience when students make

connections to the text they are reading, their comprehension increases.

Good readers constantly try to make sense out of what they read by seeing

it now with what they already know.

Reading vocabulary – refers to words we need to know to understand

what we read. It plays a fundamental role in the reading process and

contributes greatly to a readers comprehension.

Language barrier –an influence of language used to the reader’s

comprehension.

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State Universities and Colleges
GUIMARAS STATE UNIVERSITY
McLain, Buenavista, Guimaras

CHAPTER II

REVIEW OF RELATED LITERATURE

Review of related literature paves the way for a clear understanding of the

areas of research already undertaken. Review or literature is important because

it throws light for the issue relating to the study. A review of literature relevant to

the study on the effects of reading habit to the academic performance of the

students has been presented in this chapter.

FOREIGN LITERATURE

Reading is a prerequisite of effective study habit which will help to improve

student’s academic performance. Therefore, for a person to diligently dig deeply

to the roots of knowledge and its enduring gift is through reading.

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State Universities and Colleges
GUIMARAS STATE UNIVERSITY
McLain, Buenavista, Guimaras

According to Karim (2007), reading is regarded as a process, a mode of

thinking, a kind of experience and involves many complex skills: the ability to

perceive printed words, to skim for information and then perhaps read intensively.

In addition, Aina (2011) asserts that reading is a skill that must be nurtured

from a child’s earliest years and the habit of reading should begin at an early age

and should be imbibed throughout one’s lifetime. However, reading is a

persistent actively of day to day training that involves into a habit and eventually

a culture.

Moreover, Onyejaka (1987), study of reading habits revealed that, whenever

a student adopts effective reading habit his learning skills, his understanding of

learning

material and his memory processing both test and examination are improved

appreciably.

Also, Onyejaka (1987) maintains that people’s achievement is functional to

her perception of the self and the individual is motivated by a need to achieve at

a level which is consisted with his or her current habits of students and its

dominance is quite prevailing among the young people. With the growing amount

of digital information available, people particularly young adults are found

spending more time on reading electronic materials (Onovughe, 2012). In relation

to our study, young adults like grade 11 and 12 students are more on reading

electronic books which different websites provides.

FOREIGN STUDY

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State Universities and Colleges
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McLain, Buenavista, Guimaras

Applegate & Applegate (2004), surveyed 195 sophomore students who were

enrolled in certification programs in elementary education. It was found that the

students were not very void readers and also did not enjoy the reading

experience. To relate this to our study, students of grade 11 & 12 are not that fan

of reading books for it is that it bores them.

Su-Yen (2007), conducted a study on the extracurricular reading habits of

first and third year college students, he found out that factors such as gender,

parental education level, institutions type and college major were analysed

whether they have an effect on the study we have, there are several types of

factors which affects the habitual reading of students. Humanities majors were

avid readers and read more than natural science and educational majors

confirming Applegate and Applegate’s (2004) finding.

Humanities students are more on reading something for it is that almost all of

their subjects are related to English.

Oguz (2009), sought to determine their reading habit in connection to their

socio-demographic features. It was found that students seldom or merely read

books, stating the lack of time as their primary reason.

Ajala (2008) did as well a study on the use of the University’s library

resources by graduate students in the view of assessing whether library

resources are being used by the students and if they meet the student’s research

needs. In our study, most of the students are not using the school library instead

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McLain, Buenavista, Guimaras

they just rely on the websites that can provide them the answer they are

searching.

LOCAL LITERATURE

A study conducted by the National Book Development Board (NBDB) divulged

that Filipino non-school book (NSB) readers remain high at 80% which means

four out of five Filipino adults still read books and other materials. The trend,

however, is not rare since Rich, in the article “Study Finds Reading to Children of

All Ages Grooms Them to Read More on Their Own” published by the New

York Times said that “fewer US children are reading books frequently for fun,

according to a new report released by Scholastic, the children’s book publisher.

Moreover, only 17% of all children surveyed by Scholastic reported having

time to read a book of their choice at school daily. 2014 survey of just over 1,000

children ages 6 to 17, only 31% said they read a book for fun almost daily, down

from 37% 4 years ago. There were some consistent patterns among the heavier

readers:

“For the younger children ages 6 to 11 being read aloud to regularly and

having restricted online time were correlated with frequent reading; for the older

children ages 12 to 17 one of the largest predictors was whether they had time to

read on their own during the school day,” Rich once again noted.

Alarmed by the same trend, the American Academy of Pediatrics encouraged

a policy that makes parents read to their children from birth, which is a kin to the

habit of Filipinos to the fetuses still in the wombs of would-be mothers. “But

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McLain, Buenavista, Guimaras

reading aloud through elementary school seemed to be connected to a love of

reading generally. According to the report, 41% of frequent readers ages 6 to 15,

10 were read aloud to at home, while only 13% of infrequent readers were being

read to,” Rich once again noted

Experts believe that the development of a reading habit among the youth is

an important feature towards a literate, progressive and caring society since

reading encourages learning and develops creativity among them. With

the precipitous decline in the number of Filipinos reading books, particularly

school-age children, United Nations Children’s Fund (UNICEF) called on parents

to make time to read to their children and develop reading as a habit among

them. To encourage a passion for reading among the young, a popular mall

has partnered anew with UNICEF, National Book Store (NBS) and Vibal

Publishing to stage the book reading event that coincided with the Book Reading

month. Reflecting from the Philippine experience, this article explores an

emerging picture that characterizes contemporary Bible reading attitudes of

college students. Six new attitude factor definitions are developed following the

development of the Bible Reading (BR) attitude scale for college students

constructed by this author in a separate study. Through empirical procedures, the

pre-tested scale produced six new attitude factor definitions that displaced the

nine original pre-test attitude sub-factors. Their Bible reading attitudes are

described in terms of motivation,

reading preference, and acquaintance. This research provides practitioners with

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usefulattitudinal dimensions for youth formation particularly in biblical formation

and religious education.

LOCAL STUDY

According to Mercado (2015), students of Polytechnic University of the

Philippines, reading is a means of communication. It is an aspect of freedom

where society develops. The society, the people in this unit, has the ability to

elaborate existing knowledge and produce another. This knowledge is obtained

through reading, transfers the knowledge, experience and observation

in the means of writing. Reading is amongst the most crucial determinants in

developing an individual’s vision that shapes his or her personality and that

makes him or her become closer to other

individuals. Reading makes individuals truly free and protects them from

ignorance and false beliefs.

The behavioural factor mostly affects the reading attitudes of students

and believed that reading reduce their stress, engages their imagination, and is

not a waste of time for students who had positive attitudes towards reading. The

more students are exposed that reading is perceived as not stressful, the more

positive attitude and intention are likely to form.

A study conducted to mask the development of reading attitude fromchildhood

to adulthood. Result shows that although childhood measures seem to be poor

predictors of adult attitude, there was evidence of stability in reading attitude over

time.

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State Universities and Colleges
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McLain, Buenavista, Guimaras

CHAPTER III

METHODOLOGY

This chapter presents the research design to meet the objectives of the study,

the population, the research locale, sampling technique, the description of the

respondents, the procedure in gathering data, research instrument, and the

statistical instrument used in analysing data.

RESEARCH DESIGN

This study is a quantitative research specifically a correlation design. It used a

survey questionnaire to gather information in the profile of the students, the

reading habits they possess, as well as its effect on their academic performance.

RESEARCH LOCALE

The study was conducted in the vicinity of Can-avid National High School in

Can-avid, Eastern Samar among grade 11 and 12 students of S.Y. 2019-2020.

POPULATION, SAMPLE SIZE, AND SAMPLING TECHNIQUE

The total population of Senior High School students in Can-avid National High

School is 610. A total of 236 of them were chosen to be the respondents of the

study. The researchers used the purposive sampling technique in order for them
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State Universities and Colleges
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McLain, Buenavista, Guimaras

to identify the respondents needed. The researchers determine the sample size

by using the formula needed, which is the Slovin’s equation formula. The formula

N
that the researchers used is n= 2 with a confidence level of 95% or 0.05.
1+ Ne

RESEARCH INSTRUMENTS

The structured questionnaire was used as the instrument in collecting the

necessary information from the respondents. The researcher’s teacher in

Practical Research II validated the questionnaires. The questionnaire was

composed of questions that are answerable by yes or no. The questionnaire is

composed of a total items of 21. The questionnaire was made by the researchers

themselves.

DATA GATHERING PROCEDURE

In order to obtain necessary data, the researchers asked for the permission to

conduct a research through asking for the signature of the approval letter. They

used a structured questionnaire. The questionnaire was entitled “The Effect of

Reading Habit to Senior High School Students in Can-avid National High School

to their Academic Performance” The questionnaire was distributed to the

students who have a reading habit in Can-avid National High School. The

objectives of the study served as the guide of the researchers in formulating

questions.

STATISTICAL TREATMENT

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Data were presented in tables and analysed using the statistical instrument:

1. Frequency – the number of time that something happens during a

particular period.

2. Percentage – a part of a whole expressed in hundredths, the result

obtained by multiplying number by a percent, the formula is:

P=A/Tr ∙ 100

Where:

P = Percentage

A = Answer of respondents

Tr = Total of respondents

3. Ranking – arrangement of numerical value of the data gathered from

lowest to highest or from highest to lowest.

4. Pearson Correlation Coefficient formula

DESCRIPTION OF RESPONDENTS

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State Universities and Colleges
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McLain, Buenavista, Guimaras

The respondents of this study are Senior High School students of Can-avid

National High School. The researchers chose them as their respondents to

identify the reading habits since they are the one who possesses this kind of

habit.

Table 1: Distribution of Respondents by Year Level

Year Level Frequency Ranking

11 110 2

12 126 1

Total 236

Table 1 shows the number of respondents found by the researchers. Among 8

sections of grade 11 there are 110 students selected. For the grade 12 there are 8

sections as well and found 126 students as their respondents.

Table 2: Distribution by Gender

Gender Frequency Ranking

Male 93 2

Female 143 1

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State Universities and Colleges
GUIMARAS STATE UNIVERSITY
McLain, Buenavista, Guimaras

Total 236

Shown on table 2 is the distribution of respondents by gender, it shows that

there are 93 male students and 143 females students who have reading habits.

Table 3: Distribution by Section

Grade 11 Grade 12

Section Frequency Rank Section Frequency Ranking

St. Claire 20 1 Allen 16 4

St. John 14 4 Zuckerberg 22 1

St. Jude 14 5 Kaiser 17 3

St. 17 2 Armstrong 11 7

Therese

St. Mary 14 6 Bill Gates 17 2

St. Anne 13 7 Ellison 10 8

St. 11 8 Musk 12 6

Anthony

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State Universities and Colleges
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St. 15 3 S. Jobs 13 5

Francis

Total 118 Total 118

Table 3 reveals the number of students who possesses reading habit in each

section.

CHAPTER IV

ANALYSIS AND PRESENTATION OF DATA

This chapter discusses the data analysis and findings from 236

questionnaires completed by the researchers who conducted a research to the

Senior High School students in Can-avid National High School. The purpose of

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State Universities and Colleges
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McLain, Buenavista, Guimaras

this study was to identify the effects of reading habit to their academic

performance.

The first objective of this study is to determine the type of reading habit that

students’ possess. Second is to determine the reading materials that students’

are using. The third objective is to know the things that encourage a student to

read. For the fourth objective, it’s to know the factors that have an effect on the

reading habit of a student. Fifth is to determine the academic performance of

the respondents. Finally is to know the relationship between reading habit and

academic performance.

Questionnaires were given to the students in Senior High School level. After

asking permission from the subject teachers/advisers to conduct a survey, the

questionnaires were distributed and was completed by the respondents.

A total of two hundred thirty six (236) SHS students completed the

questionnaires for three (3) days.

The data from the questionnaires were statistically analysed by the researchers.

The frequency, ranking and percentage was used for the data analysis. The

findings are discussed according to the items of the questionnaire. The following

tables depicts the analysis gathered by the researchers.

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State Universities and Colleges
GUIMARAS STATE UNIVERSITY
McLain, Buenavista, Guimaras

Table 1: Reading Habits of the Students

READING FREQUENCY PERCENTAGE RANKIING

HABIT

Scanning 179 29.34% 2

type

Reading to 208 34.10% 1

study

Skimming 163 26.72% 4

type

Word by word 175 28.69% 3

Light type 88 14.43% 5

In the respondents’ provided data, the majority has a habitual reading

because of wanting to study and gain more knowledge about something

they’re interested in accordance to the information/answers with.

Table 2: Types of Reading Materials

READING FREQUENCY PERCENTAGE RAKING

MATERIALS

Notebooks 205 33.6% 1

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State Universities and Colleges
GUIMARAS STATE UNIVERSITY
McLain, Buenavista, Guimaras

Textbooks 194 31.8% 2

Magazines 131 21.48% 4

Electronic 106 17.38% 5

books

News papers 99 16.23% 6

Story books 193 31.64% 3

Table 2 presents that the majority of the respondents are using notebooks

as their reading material. Second to that is the textbook that are either provided

by the school or can be found at the library. The least of the chosen or used

materials is the newspaper which ranked 6th on the list.

Table 3: Purpose of Reading

PURPOSE OF FREQUENCY PERCENTAGE RANKING

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McLain, Buenavista, Guimaras

READING

For 102 16.72% 3

examination

For self- 118 19.34% 1

development

For 93 15.25% 5

assignment

and

coursework

For pleasure 76 12.46% 6

and relaxation

To improve 112 18.36% 2

spoken/written

English

To impress my 47 7.7% 4

parents

To while away 33 5.4% 7

time

Table 3 shows that respondents are reading due to the examination, it

forces them to read, to refresh the topics they’ve gone through and to have a

better result in their exam.

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McLain, Buenavista, Guimaras

Table 4: Factors Affect Student’s Reading Habit

ITEMS FREQUENCY PERCENTAG RANKI

E NG

Reading difficulty 49 8.03% 4

Language barrier 24 3.93% 7

Lack of interest 21 3.44% 8

Social media e.g 76 12.46% 3

Facebook,Twitter,In

stagram,etc

Much time spent on 91 14.92% 2

television watching

and playing games

Lack of parental 124 20.33% 1

monitoring

Lack of reading 40 6.56% 5

comprehension in

school

Peer factor 32 5.25% 6

The monitoring of parents to their children is vital for it encourages them to

read because they can feel that their parent/s is/are looking after them. As well

as the number of reading materials a child has and the time spent in watching

television and playing games instead of reading.

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McLain, Buenavista, Guimaras

Table 5: Academic Performance of a Student

ACADEMIC FREQUENCY PERCENTAGE RANKING

PERFORMANCE
97-100 (Highest 0 0% 4 4
Honour)
95-96 (High 6 2.54 3 3
Honour) %
90-94 (With 109 46.1 2 2
Honour) %
80-89 (Average) 121 51.2 1 1
%
75-79 (Pass) 0 0 4 4
74 and below 0 0 4 4
(Failed)

The table shows that more than half quantity of the students attained an 80-
89 percent of average. While, less than 50% got 90-94 percent as their general
average.

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McLain, Buenavista, Guimaras

CHAPTER V

SUMMARY, CONCLUSIONS & RECOMMENDATIONS

This chapter shows the summary, conclusions and recommendations for

further research.

SUMMARY

Reading is a fundamental process of learning. It is the practice of

comprehending and acquiring knowledge, personal growth and development.

Assert that the ability to read is at the heart of self-education and life-long

learning and that it is an art capable of transforming life and society.

This study is a quantitative research which was designed to know the effects

of reading habit on the academic performance of the students. There is a

significance between reading habit and academic performance of the students

in Can-avid National High School. Looking to the objectives that researchers

settled in this research they aimed to find the effects of having a habitual

reading to the academic performance of students, they seek for the materials

that students are using in reading. The total sample of this study comprised of

school students possessing reading habit. The whole sample consist of total

236 students with unequal number of boys (n=93) and girls (n=143). In order to

obtain data for their academic achievement, the percentage of their GPA for

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the last school year were used. The data that was obtained were analysed by

using Descriptive Analysis. Finally, the researchers found out that there is a

significant relationship between reading habit and academic performance.

FINDINGS

1. 34.1% of the students in Can-avid National High School possess

the reading to study type of reading habit.

2. The reading material that most students using are textbooks.

3. 19.34% of the students are reading to develop their self-efficacy

and self-development

4. The factor that mostly affects the reading habits of the students is

lack of parental monitoring while the least is the lack of interest in

reading.

5. Most students got an average of 80%-89%.

6. There is a significant relationship between reading habits of a

students and their academic performance.

The obtained result after analysing the data were presented as follows:

CONCLUSIONS

From the data that has been analysed, it was found out that:

 Parents’ that has no enough time to monitor the studies of their

children has a huge impact to the performance of a student in

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State Universities and Colleges
GUIMARAS STATE UNIVERSITY
McLain, Buenavista, Guimaras

school.

 Too much exposure in social media affects the reading habit of a

student, whether it is male or female.

 Some students are more interested on watching television and/or

playing online games rather than reading their mediums.

 The students are eager to develop their reading skills to gain more

knowledge and improve themselves.

 Examination is one of the top reason of students to read a

notebook or textbook

 Notebooks are the type of reading material that most students are

using.

 In addition, female students are more interested on reading

different types of reading materials compared to male students.

RECOMMENDATION

1. Students should be motivated and encouraged by their lectures to

read different information resources other than their notebooks and

hand-outs so as to be exposed to diverge and broader views to

knowledge.

2. It is recommended that faculty staff should engage students in

several assignments and presentations and these should form a

greater part of the assessment process of students. When this trend

is reversed, it will help students to acquire more skills in searching

for information the “chew and pour” syndrome.

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State Universities and Colleges
GUIMARAS STATE UNIVERSITY
McLain, Buenavista, Guimaras

3. Future researchers should focus on other effects that affects the

academic performance of the students.

4. It is recommended that parents should help their children cultivate

the reading skills when they are young, so that it becomes part and

parcel of their life. It will help them express themselves well and

write good English which will eventually lead to better academic

performance in the near future.

5. School administrators should monitor abuse of social media, so that

students will meticulously use it for educational purposes

REFERENCES

[1] Akabuike, I. G and Asika, I. E. (April, 2012) Reading Habits of

Undergraduates and their Academic Performances: Issues and Perspectives.

An International Multidisciplinary Journal, Ethiopia, 6 (2): 246-257. Retrieved

on 11th April, 2017 from DOI://dx.doi.org/10.4314/afrrev.v6i2.22.

[2] Dadzie, P. S. (2008) Reading for Education: The roles of Libraries. Ghana

Library Journal Vol. 20. No. 1. pp. 1-14 Deavers, R. (2000) The Effect of

Instruction on Early Non-Word Reading Strategies. Journal of Research in

Reading. No.23, pp 267-286.

[3] Gallo, D. (2007) Reading Interests and Habits of Connecticut Students in

Grades Four through Twelve. The Reading Matrix. Vol. 2, No.3 pp 1-20.
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 Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
McLain, Buenavista, Guimaras

Greene, B. (2001) “Testing Reading Comprehension of Theoretical Discourse

with Close” Journal of Research in Reading. 24 (1) pp. 32-98

[4] Greene, B. (2001) Testing reading comprehension of theoretical discourse

with close” Journal of Research in Reading. 24 (1): 32-98.

[5] Guthrie J.T. Benneth, L & McGough, K (2007), Concept-oriented Reading

Instruction: An Integrated Curriculum to Develop Motivations and Strategies for

Reading http://curry.virginia.edu/go/clic/nrrc/corri_rlo.html Retrieved on

November, 28 2013. 22

[6] Higginbothan, S. (1999). Reading Interest of middle school students and

preferences by gender of middle school students in a South Eastern State

Atlanta Georgia, Master’s Dissertation. Mercer University. pp. 140

[7] Issa, A. O., Aliyu, M. B., Akangbe, R. B. & Adedeji, A. F.(2012) Reading

Interest and Habits of the Federal Polytechnic Students. International Journal

of Learning & Development.Vol.2, No.1, pp 470-486.

[8] Ogbodo, R.O. (2010) Effective Study Habits in Educational Sector:

Counseling Implications. Edo Journal of Counseling, Vol. 3, No.2. pp. 1-11

Palani, K. K. (2012) Promising Reading Habits and Creating Literate Social.

International Reference Research Journal Vol. III Issue 2(1) pp 91.

[9] Owusu-Acheaw, M., and Larson, A. G (2014) Reading Habits Among

Students and its Effect on Academic Performance: A Study of Students of

Koforidua Polytechnic". Library Philosophy and Practice (e-journal). Retrieved

on 10th April 2017 fromhttp://digitalcommons.unl.edu/libphilprac/1130.

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GUIMARAS STATE UNIVERSITY
McLain, Buenavista, Guimaras

[10] Singh, Y. G. (2011) Academic Achievement and Study Habits of Higher

Secondary Students. International Referred Research Journal 3 (27) pp. 2

[11] Tella, Adenyinka; &Akande, Samson. (2007). Children's reading habits

and availability of books in Botswana primary schools: Implications for

achieving quality education. The Reading Matrix, 7 (2). Retrieved 10 November

2015 from: http://www.readingmatrix.com/articles/adeyinka/article.pdf.

[12] Chavez, Chito (2017) Book Reading Among Filipino Children Wanes.

Retrieved from: https://news.mb.com.ph/2017/07/23/book-reading-among-

filipino-children-wanes/

Republic of the Philippines

Department of Education
Region VII
Eastern Samar Division
Can-Avid National High
School
Can-avid

“The Effects of Reading Habit to the Senior High School Students of Can-avid
National High School In Terms of Their Academic Performance”

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 Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
McLain, Buenavista, Guimaras

Name: __________________________ Age: _____ Gender: _____

Year level: _____ Section: ________________ GPA: __________

Check the corresponding box for your answer.

1. I only scan my notes and other reading materials.

Yes No

2. I intentionally read for the study purposes.

Yes No

3. I only read and look for the parts I need.

Yes No

4. I read word by word in each and everything I read.

Yes No

5. I only read the general form of my reading material and don’t care with

others.

Yes No

6. I use my notebooks as my reading material.

Yes No

7. I use my textbooks as my reading material.

Yes No

8. I use magazines as my reading material.

Yes No

9. I use electronic books as my reading material.

Yes No
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 Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
McLain, Buenavista, Guimaras

10. I use newspapers as my reading material.

Yes No

11. I use story books as my reading material.

Yes No

12. What forces you to read? Answer only one.

For examination

For self-development

For assignment and coursework

For pleasure and relaxation

To improve spoken/written English

To impress my parents

To while away time

13. I find it hard to read.

Yes No

14. I don’t understand the language used in what I’m reading.

Yes No

15. I don’t have any interest in reading.

Yes No

16. I prefer browsing social media than reading.

Yes No

17. I spent much time on watching television and playing games rather than

reading.

Yes No

18. My parents doesn’t monitor whether I’m reading or not.

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 Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
McLain, Buenavista, Guimaras

Yes No

19. Our teachers don’t oblige us on reading.

Yes No

20. I don’t have enough reading materials at home.

Yes No

21. My peers are not fan of reading so I don’t have any interest in reading

as well.

Yes No

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 Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
McLain, Buenavista, Guimaras

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