PRACTICAL RESEARCH 2 San Agustin (Stand Alone) Senior High Schoo

Final Defense

FACTORS AFFECTING THE READING

HABITS OF SAN AGUSTIN (STAND
ALONE)
SENIOR HIGH SCHOOL
MEMBERS:
BITAGARA, SHYLA MARIE M.
DIMABAYAO, SHANIA FATE T
RULLODA, AJIA LOJIN E.
PRACTICAL RESEARCH 2 San Agustin (Stand Alone) Senior High Schoo
Final Defense

INTRODUCTION
Reading is an essential skill for students, forming the foundation for effective
communication, critical thinking, and active societal participation. However, shifts in
education, influenced by global challenges like the COVID-19 pandemic and
advancements in technology, have affected students' reading habits and attitudes toward
learning. Schools face growing academic challenges, with many learners struggling to
develop adequate reading and comprehension skills. In response, the Department of
Education (DepEd) has introduced initiatives such as the Rapid Literacy Assessment (RLA)
to evaluate and address students' decoding skills in English and Filipino. For instance, at
San Agustin (Stand Alone) Senior High School, 8.70% of students were identified as
coping and deficit readers, underscoring the need for targeted interventions to support
literacy development.
To address low reading proficiency, DepEd implemented strategies like Catch-up
Fridays and reinforced its commitment to inclusive, responsive education through
memorandums. At San Agustin, these efforts align with a study aimed at examining the
factors affecting students' reading habits. By understanding the root causes of poor
reading practices, the school aims to develop tailored programs to enhance reading skills
and foster academic success. Such initiatives not only address immediate literacy
challenges but also prepare students to engage meaningfully in their academic and
PRACTICAL RESEARCH 2 San Agustin (Stand Alone) Senior High Schoo
Final Defense

STATEMENT OF THE PROBLEM

1. What is the profile of SASHS students in terms of:
a. Strand
b. Age
c. Sex
d. Types of reading materials interested with
2. What is the level of agreement of the students on the factors affecting their
reading
habits in terms of:
a. Individual Factor
b. Family Factor
c. School Factor
3. Isd.there
Environmental Factor
a significant relationship between the profile of the respondents and their
level of agreement on the factors affecting their reading habits?
4. What program can be proposed based on the findings of the study?
PRACTICAL RESEARCH 2 San Agustin (Stand Alone) Senior High Schoo
Final Defense

THEORETICAL FRAMEWORK

 SOCIAL COGNITIVE THEORY

(Albert Bandura, 1986)
 CULTURAL CAPITAL
THEORY
(Pierre Bourdieu, 1979)
 TRANSACTIONAL
THEORY OF READING
 (Rosenblatt, 1938)
THE ENVIRONMENTAL
INFLUENCE THEORY OF
READING HABITS
PRACTICAL RESEARCH 2 San Agustin (Stand Alone) Senior High Schoo
Final Defense

CONCEPTUAL FRAMEWORK

The conceptual framework of

the study was based on the
system’s approach which shows the
interplay of the three important
elements: input, process and
output.
PRACTICAL RESEARCH 2 San Agustin (Stand Alone) Senior High Schoo
Final Defense

RESEARCH METHODOLOGY
 The researcher adopted the Descriptive Research Design
 (Quantitative)
The respondents of the study comprised of the two hundred
seventy four (274) Students of San Agustin (Stand
 Alone)
Slovin’sSenior
FormulaHighandSchool.
Stratified Random Sampling were
used a statistical method of sampling where the population is
divided into distinct strata (Strand/Track)
 The questionnaire as the main data gathering instrument
was used in this study.
 Results were analyzed and treated statistically using
Percentage Technique, Weighted Mean, Five-point
Likert Scale and Chi-Square Test.
PRACTICAL RESEARCH 2 San Agustin (Stand Alone) Senior High Schoo
Final Defense
SOP #1
What is the profile of SASHS students in terms of Strand, Age, Sex
and Types of reading materials interested with?
FINDING CONCLUSION RECOMMENDATION
1.a On the respondents age, 91 or 32.21% are 17 years old; 75 or Majority of the The school must
23.37% are 16 years old; 57 or 20.81% are 18 years old; 33 or 12.04% respondents are provide a variety
are 20 years old and above while 18 or 6.57% are 19 years old. 17 years old and of age-
in the range of appropriate
1.b On respondents’ sex, 177 or 64.60% are females while 97 or 35.40%
early to mid- reading
are males.
adolescence, materials that
1.c On respondents’ strand, 77 or 28% are HUMSS students; 57 or 20% females, in the will cater
are GAS students; 52 or 18% are from ALS; 37 or 13% are TVL students; Humanities and different
34 or 12% are STEM students while 17 or 6% are ABM students. Social Sciences students’
strand and interests and
1.d On the type of reading materials the students are interested with, 57 interested to academic fields
or 20.80% are interested to fiction books; 42 or 15.32% are interested to fiction books. to foster a
online articles or blog; 27 or 9.86% are interested to both graphic novels supportive
or comics and e-books; 23 or 8.40% are interested to poetry; 21 or reading
7.67% are interested to both non-fiction books and magazines; 20 or environment.
7.30% are interested to newspaper; 18 or 6.57% are interested to
academic journals while 9 or 3.28% to both textbooks and manga
PRACTICAL RESEARCH 2 San Agustin (Stand Alone) Senior High Schoo
Final Defense
SOP #2
What is the profile of SASHS students in terms of Strand, Age, Sex
and Types of reading materials interested with?
FINDING CONCLUSION RECOMMENDATION
1.a On the respondents age, 91 or 32.21% are 17 years old; 75 or Majority of the The school must
23.37% are 16 years old; 57 or 20.81% are 18 years old; 33 or 12.04% respondents are provide a variety
are 20 years old and above while 18 or 6.57% are 19 years old. 17 years old and of age-
in the range of appropriate
1.b On respondents’ sex, 177 or 64.60% are females while 97 or 35.40%
early to mid- reading
are males.
adolescence, materials that
1.c On respondents’ strand, 77 or 28% are HUMSS students; 57 or 20% females, in the will cater
are GAS students; 52 or 18% are from ALS; 37 or 13% are TVL students; Humanities and different
34 or 12% are STEM students while 17 or 6% are ABM students. Social Sciences students’
strand and interests and
1.d On the type of reading materials the students are interested with, 57 interested to academic fields
or 20.80% are interested to fiction books; 42 or 15.32% are interested to fiction books. to foster a
online articles or blog; 27 or 9.86% are interested to both graphic novels supportive
or comics and e-books; 23 or 8.40% are interested to poetry; 21 or reading
7.67% are interested to both non-fiction books and magazines; 20 or environment.
7.30% are interested to newspaper; 18 or 6.57% are interested to
academic journals while 9 or 3.28% to both textbooks and manga
PRACTICAL RESEARCH 2 San Agustin (Stand Alone) Senior High Schoo
Final Defense
SOP #3
What is the profile of SASHS students in terms of Strand, Age, Sex
and Types of reading materials interested with?
FINDING CONCLUSION RECOMMENDATION
1.a On the respondents age, 91 or 32.21% are 17 years old; 75 or Majority of the The school must
23.37% are 16 years old; 57 or 20.81% are 18 years old; 33 or 12.04% respondents are provide a variety
are 20 years old and above while 18 or 6.57% are 19 years old. 17 years old and of age-
in the range of appropriate
1.b On respondents’ sex, 177 or 64.60% are females while 97 or 35.40%
early to mid- reading
are males.
adolescence, materials that
1.c On respondents’ strand, 77 or 28% are HUMSS students; 57 or 20% females, in the will cater
are GAS students; 52 or 18% are from ALS; 37 or 13% are TVL students; Humanities and different
34 or 12% are STEM students while 17 or 6% are ABM students. Social Sciences students’
strand and interests and
1.d On the type of reading materials the students are interested with, 57 interested to academic fields
or 20.80% are interested to fiction books; 42 or 15.32% are interested to fiction books. to foster a
online articles or blog; 27 or 9.86% are interested to both graphic novels supportive
or comics and e-books; 23 or 8.40% are interested to poetry; 21 or reading
7.67% are interested to both non-fiction books and magazines; 20 or environment.
7.30% are interested to newspaper; 18 or 6.57% are interested to
academic journals while 9 or 3.28% to both textbooks and manga
PRACTICAL RESEARCH 2 San Agustin (Stand Alone) Senior High Schoo
Final Defense
SOP #4
What is the profile of SASHS students in terms of Strand, Age, Sex
and Types of reading materials interested with?
FINDING CONCLUSION RECOMMENDATION
1.a On the respondents age, 91 or 32.21% are 17 years old; 75 or Majority of the The school must
23.37% are 16 years old; 57 or 20.81% are 18 years old; 33 or 12.04% respondents are provide a variety
are 20 years old and above while 18 or 6.57% are 19 years old. 17 years old and of age-
in the range of appropriate
1.b On respondents’ sex, 177 or 64.60% are females while 97 or 35.40%
early to mid- reading
are males.
adolescence, materials that
1.c On respondents’ strand, 77 or 28% are HUMSS students; 57 or 20% females, in the will cater
are GAS students; 52 or 18% are from ALS; 37 or 13% are TVL students; Humanities and different
34 or 12% are STEM students while 17 or 6% are ABM students. Social Sciences students’
strand and interests and
1.d On the type of reading materials the students are interested with, 57 interested to academic fields
or 20.80% are interested to fiction books; 42 or 15.32% are interested to fiction books. to foster a
online articles or blog; 27 or 9.86% are interested to both graphic novels supportive
or comics and e-books; 23 or 8.40% are interested to poetry; 21 or reading
7.67% are interested to both non-fiction books and magazines; 20 or environment.
7.30% are interested to newspaper; 18 or 6.57% are interested to
academic journals while 9 or 3.28% to both textbooks and manga
PRACTICAL RESEARCH 2 San Agustin (Stand Alone) Senior High Schoo
Final Defense

RESEARCH OUTPUT

TargetED (Targeted Educational Diversity), a program

that is designed to cultivate and enhance reading habits among students by
tailoring interventions based on individual preferences, interests, and learning
styles.
The program advocates and recommends for the establishment of
Community Learning Centers in collaboration with local stakeholders. These
centers will serve as extensions of traditional educational spaces, offering
resources and support to students beyond the constraints of the school
environment. Moreover, modification and enhancement of school libraries,
transforming them into dynamic spaces that not only house a diverse collection
of reading materials but also serve as interactive learning hubs. By incorporating
modern technologies and collaborative spaces, these modified libraries aim to
create an environment that fosters a love for reading and accommodates diverse
learning preferences