CHAPTER I

THE PROBLEM AND A REVIEW OF RELATED LITERATURE

Reading is one of the most fundamental components of the learning process and

is seen as a catalyst for life-long learning and intellectual growth. Reading is also

significant in the knowledge building of the youths, which contributes to the human capital

growth of a country. The ability to read and write is seen as the most important basic in

education and development of the country. In fact, we are now in a new world facing with

overwhelming experience and social change. In connection with this, reading plays a

significant role in an individual’s life and thus regarded as an indispensable activity in the

academic arena. Attaining excellence by students in today’s competitive world involves

extensive reading. This is because reading makes an individual to be more informed and

exposed to issues around him/her. It is expected that most of a student’s study time is

devoted to reading, as such endeavor leads to gaining understanding of the subject

matter of any subject.

Reading habits refer to the behavior which expresses the likeness for reading and

explains the purpose and preference for reading as well as frequency of reading.

Therefore, students’ reading habits revolve around the purpose of reading which may be

for passing examinations, getting information, improve general knowledge and

entertainment. In corroborating this assertion, Kumar et al (2010) reported that the major

purposes of reading among senior secondary school students are for getting information

and to improve general knowledge. The acquisition of favorable reading habits does not

only affect or improve confidence in students just as Aina Okusaga, Adebowale and
Ogundipe (2011) outline the advantages of good reading habits to include; development

of active mental process, development of fundamental skills, vocabulary improvement,

insight into other cultures and places, concentration and memory improvement, self-

esteem building and development of independent learning ability

According to Palani (2012), reading habit 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 creates new ideas. However, the

developments in the Mass Media, had continued to influence interest in reading (hard

copy of literatures such as…) books, magazines and journals, among others. Palani

(2012) is of the opinion that, 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. English medium

schools almost always demanded extra reading from their students. But all these have

become a thing of the past. Palani (2012) further added that, nowadays, reading habit

has lost its importance as both the young and the old are glued to the television. As far

as educational institutions are concerned, coaching students for the examinations seems

to be the be-all and end-all of our educational system. Thus, good reading habits is an

asset to students because it enables students to achieve excellent academic performance

in their studies while bad reading habit constitutes constraints to learning and

achievement leading to failure. Also, observations have revealed that students with poor

reading skills end up receiving poor grades at school, get easily distracted and frustrated,

have behavior problems, seem to dislike school and often fail to develop to their full

potential.

Over the years, school administrators of Socorro National High School has

implemented many efforts to overcome problems related to the reading habit. One of the

reasons for the decline of the reading habit may have to do with the poor background

from which most of the students in public schools come from. It has been observed that

the interest in reading is gradually fading.

Nathanson (2008) found that lack of reading had caused a drop in the literacy

level of the future generation. The reading trend has shifted from the conventional or

rather physical reading to web-based (virtual) resources (Rennie and Petterson,

2008).This is consistent with a study done by Mokthari, Richard and Gardner (2009)

which showed that Internet usage is very much significant than any forms of reading.

There has been greater awareness about problems associated with the reading habits.

The readership profile must be addressed before dealing with the problems.

Su Yen Chen (2007) discovered that gender acts as a determinant in the reading

behavior among high school students. Study done by Nor (2007) showed that there were

more exam purpose reader as compared to pleasure reading. Further study by Brintz

(1993), Worthy & Mc Kool (1996) and Gay Ivey (1999) revealed that another form of

reader, the reluctant readers, have distorted opinion about reading. Also identified was
the disabled reader behavior in reading is due to stress related to reading constraints

(Gay, 1999).

Reading habits determine the academic achievements of 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 levels

of academic achievement. Therefore, they differ in the pattern of reading habits. While

some students have good reading habits, others tend to exhibit poor reading habits.

Academic achievement means how much knowledge the individual has acquired from the

school (Bashir & Mattoo, 2012). Reading and academic achievement are essential for

research workers and educationists 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). A lot of researchers like Ogbodo (2002), Bhan &

Gupta (2010), and Singh (2011) have done work on reading, especially how it affects the

academic performance of students. However, most of these works pertain to the

international community.

In the light of this, for a student to be successful in his studies, he/she needs to

acquire efficient reading skill and needs not only to read more materials but also to learn

how to do so with great comprehension. According to Keles (2006) a student with poor

reading habits usually suffers serious handicaps not only in school but also later in the

world of work. This is true when one considers the fact that education is now learner-
centered with the more effective techniques placing a far greater emphasis on the

learner's ability to read. A student is expected to read very widely and at the same time

be able to reproduce much of what he has read. This is why one needs to be literate and

be able to read in order to learn effectively in this academic world. Students, no doubt are

faced with a lot of reading materials at the various levels of educational attainment. For

instance, students read for various purposes such as reading for examination, reading for

relaxation and pleasure, reading for appreciation and critical analysis of the text and the

likes. If reading therefore occupies these important positions in the student’s daily routine,

a favorable reading habit may be developed.

In view of the importance of reading and its influence on student’s academic

performance, this study will be undertaken to the identify the factors that affect between

reading habits among Grade 7 students of Socorro National High School.

Review of Related Literature

Reading is the ability to understand words contained in a document and make use

of the knowledge for personal growth and development (Dadzie, 2008). This implies

making meaning out of recorded information either printed or non-printed in the life of an

individual. People read for different reasons and purposes, some of which include for

pleasure, leisure, relaxation, information and for knowledge. 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 (Palani, 2012). He believes reading is a

process of thinking, evaluating, judging, imagining, reasoning and problem solving.

Reading is an essential tool for knowledge transfer and the habit of reading is an

academic activity that increases skills in reading strategies.

The reading habit refers to the frequency of reading, and the average time spent

on reading materials. An individual's interest may be determined to a considerable extent

by the amount of reading materials he will read and the intensity with which he will pursue

his reading activity. Bas (2012) emphasized a favorable reading habit as a prerequisite

for a healthy intellectual growth and plays a very crucial role in enabling a person to

achieve practical efficiency. By reading books, one gets confirmation or rejection of one's

own ideas, which makes one think more critically about right and wrong in the society.

Reading therefore provides people with a sense of values, which enable them to gradually

develop the greatest of all virtues, that is the ability to understand rather than condemn

(Bas 2012). In the frequency of reading, Nnadozie and Egwim (2008) reported that

majority of the students that participated in their study were involved in daily reading,

though most of the regular readers were students of private schools. This implies that

there is more serious reading in private schools. The establishment of higher standard

of education may be one of the reasons which necessitated the frequent reading by pupils

in these schools. On the amount of time spent on reading, findings from Nnadozie and

Egwim (2008) established that majority of the students spend less than two hours on each

reading text. The lesser time spent on reading by the students may be due to the fact that

there are electronic gadgets that compete with books for the attention of student at home

and in schools.
 Singh (2011) examined academic achievement and study habits of higher

secondary students. The study was conducted on hundred (100) higher secondary

students randomly from two higher secondary schools. The result indicates that girls and

boys differ significantly in their study habits and academic achievement. Bhan and Gupta

(2010) on the other hand examined study habits and academic achievement among the

students belonging to scheduled caste and non-scheduled caste group. The results

revealed that sex has no significant impact on the study habits and academic

achievement of students

Everyday reading consists of individuals’ reading activities for a variety of

purposes, such as for relaxation or information (Issa. et al, 2012). They believe 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). Perhaps, due to lack of good reading habits

among students, academic performance with respect to their examination result has been

dismal nowadays creating a great source of worry and concern for all stakeholders in the

educational sector (Issa et al, 2012).

Parent Factor
According to (Ogbodo, 2010) Parents send their children to school to learn. In the

school, children are exposed to various experiences which influence their behavior.

Therefore, learning is a change in behavior. Such a change is seen in their mental

reasoning, physical growth, manipulative skills and development of values and interests.

The change may be easy or difficult depending on the home and the school environment.

Children from early childhood should be encouraged to read and love books. When

they see adult members of their families holding and reading books, they imitate them.

And it may be the start of a worthy leisure time activity. Sometimes it is enough to read a

few pages for encouragement, and the child will gladly read on.

Children whose parents read to them or narrated bed time stories were more ready

to tackle first grade work than those who did not have such a joyful experience. A child
may be 5 or 6 years old chronologically. But he may have a mental age of 7 years old

ready for school work. “When children see their father and mother read willingly, they try

to imitate,” says Regal-Paredes (2007). Children age 2-6 are the stage of imitating adult’s

actions and behavior. In this stage parents should be aware of their actions because their

children might imitate them and possibly, they might think that what they see is right.

Gonzales (2002) made a study on reading interests of high school students.

Her findings revealed that parents have greatly influenced the respondents’ choice of

reading materials. Likewise, it was also found that urban respondents spent more time

teaching than rural respondents. This can be attributed to the fact that the urban parents

have steadier and more income occupation than rural parents.

Espedido (2005) said that active participation and involvement of parents in

children curriculum and understanding of the nature of educational institution and learning

process. In the early years, first parents and then teachers are also the “significant others”

who help children develop attitudes relating to their bodies, their social selves and their

cognitive selves

Student factor

Domingo (1995) studied the reading performance of grade five pupils in Victoria

East District in Tarlac. He studied the reading performance as influenced by selected

variables such as nutritional status, pupil-book ratio and recreational activities of pupils.

The findings showed that these variables had no significant relationship and influence to

the reading performance of pupils.

 In relation to the previous study, the said factors revealed no relationship with the

ability of the pupils in reading. Furthermore, the study has shown several of the most

common factors affecting the reading performance of the pupils such as I.Q.

Macabanding (2000) discovered that the reading difficulties of majority of the

Grade Six pupils of Matungao District, Lanao Del Norte were on vocabulary skills,

comprehension skills, and pronunciation of vowel. There are no significant differences in

pupils’ reading difficulty levels when grouped according to the sex, age, parents’ socio-

economic status, parents’ educational attainment, reading interest and availability of

reading materials.

Larin (2001) found out that most of the Fourth Year students of Mercy Junior

College and National Comprehensive High School have good reading ability based on

the Teacher-Made Test. The students showed positive attitude toward English as a

language for reading purposes. There was a significant relationship between type of

school and interest in reading materials. Females were better in vocabulary test than

males and there were no significant differences in reading comprehension test. Parents’

monthly income did not significantly affect students’ reading ability. Fathers’ educational

attainment significantly affected students’ vocabulary in context test.

Kush and Watkins (1996) summarized in their study that positive attitudes like

study habits toward reading contribute to higher reading achievement. They quoted that

girls consistently expressed more positive attitudes toward recreational reading than

boys.
Teacher Factor

Reading as a process of teacher’s intervention is explained by Riggs (2005). The

first step covers the “INTO” covering activating prior knowledge, helping students predict

or construct text, and giving various experience. The second step is known as the

“THROUGH” where direct teaching to comprehension happens through imparting

information about comprehension, giving explanations about how skills are used, citing

examples, modelling how to think about reading, and teaching students to self-motivate.

The last step is called “BEYOND” in which readers are tested by the teacher through

assessing comprehension by asking questions to find out what was remembered, by

grand conversations, and by activities to help children internalize and appreciate what

they had read.

Michaels and Mitchell (2005) elaborated on some of the skills used in the reading

process. They are through using letter-sound relationships referred to as the ability to

sound out words using knowledge of sound-spelling relationships in a real reading

context, acquiring a sight vocabulary pertaining to the recognition of certain common

English words that cannot be easily sounded out or decoded, and through gaining

meaning from context where readers manifest the ability to use the surrounding

information in a sentence to figure out an unknown word.

Gambrell and his colleagues (2006) cite about the characteristics of the reading

process as holistic wherein various sub-skills must be integrated to form a smooth,

coherent whole, as constructive where readers use what is in their heads and what is on

the page to construct meaning, as strategic focusing on the readers use of different

strategies depending on their purposes for reading and the difficulty of the material, and
as interactive that readers must interact with the author in order for meaning to occur.

Similarly, the same authors provides for the conditions for poor reading performance.

These are that the readers does not see letters or symbols on the page or may not be

able to recognize them; has confusions or incorrect associations between sounds and

letters, and has little experience with or knowledge of the subject. Consequently, the

reading product on any reading situation should always be meaningful depending on

comprehension, and readers must be able to derive meaning from symbols and connect

them to experiences and impressions from their own lives.

Classroom teachers need to understand contemporary theories of reading and

literacy development and be able to articulate their theoretical perspectives concerning

kinds of reading texts and materials, the reading process, and their instructional practices,

so they do not fall victim to the political pressures associated with standardized tests,

state-mandated curricula, and commercially prepared learning programs (Coles, 1998;

McQuillan 1998). As literacy educators, teachers need to be able to understand and

discuss why they do what they do if they are going to create readers who can do more

than decode texts accurately, read them aloud on demand, and score well on tests as

reflections of academic performance.

Jeanne S. Chall (2000) states that from the variety of proposals to raise the

academic achievement of elementary pupils, they call for greater parent involvement,

others seek to implement more school choice and others prepare better teacher training

and higher teacher salaries, a longer school year and school day, smaller schools and

smaller classes.
 Fidzani, in his study (2010), stressed that the book is still very much part of

people’s lives in our modern society an in spite of the invention of the latest audio-visual

materials, the book in its ordinary conventional form is still the most important for acquiring

knowledge and information. The enrichment in knowledge would, in turn, enable one to

present oneself more confidently. While it important to encourage a love of reading in

reluctant or struggling readers, an effort that has been focus of a great deal of research

over the last several decades, it is equally essential to ensure that accelerated readers

continue to enjoy reading and are supplied with appropriate reading materials. Teachers,

media specialists, and children librarians should be aware of the needs of these students

in order to provide them with appealing books that will allow them to continue to enjoy

reading and encourage them to reach their full potential.

According to Adetunji (2007), reading has been described as the act of translating

symbols or letters into words or sentences that have meaning to an individual. It is also

the understanding of what is seen in text, which is the ability of the reader to capture

incoming visual information, process that information and obtain meaning from it.

Individuals practice and apply the reading habit in order to them to generate and enhance

their knowledge. There are varieties of materials in various forms available in the library,

bookshops and on the internet. People can choose any form of reading materials that

they want, such as newspapers, magazines, e-books, dictionaries, online articles,

periodicals, journals and many more. Some people actually take to read the dictionary to

polish their language and vocabulary skills before their bad time (Mohamad Azri,
Mohammad Fazli & Wan Mohd Hafiz, 2014). This is a healthy and useful habit for an

individual.

This paper is to review previous studies regarding factors affecting reading habits

and reading interests among students in Socorro National high School. At the same time,

this paper is to define the relationship between their reading habits and academic

achievements

Conceptual/Theoretical Framework

This study was based on the theory that the development of reading skills among

school children takes a long process. According to Durrell (1999) it has been observed

that the failure if frequently due to inability to learn the subject, but because the pupils

cannot read efficiently, and much less, comprehend reading materials, hence, authorities

suggest that reading should receive the most scrutiny. In this regard, Braganza (1993)

also stressed that the best and dedicated teachers should be assigned in Grade I and II

where the reading problems and dropouts are crucial. This means providing the learners

with the strongest learning foundation, possibly giving rise to high learning motivation.

Materials, administrative, academic and moral support must be provided to these

teachers so that after the first grade, the child shall not be non-reader nor a disabled

reader.

Bush and Hueber (1997) also explained that every individual needs to read

intelligently in order to gain information, acquire useful knowledge and attain a useful,

enjoyable and profitable life. Proficiency in reading helps one to secure valuable

information relating to health, family life, government and current issues and events.

Society therefore, demands that the pupils must be effective readers as early as Grade
one. A child who cannot read risks security, loss self esteem and ability to attain his future

interest to the fullest. Successful achievement in reading, on the other hand leads to the

pupils’ happiness and success, while failure in reading leads to unhappiness in the child

and disapproval of the society.

Profile of the
participants: Factors affecting reading
habits:
a. age
3.1 Student factor
b. sex
3.1.1 time management
c. Parent’s 3.1.2 reading skills
Educational 3.1.3 reading interest
Attainment 3.2 Parent factor Proposed intervention
d. Monthly income 3.2.1 parental
involvement
e. GPA in English 3.2.2 parental support
and Filipino 3.3 Teacher factors
3.3.1 teacher’
personality
 Figure 1. Schematic Diagram of the Study

Statement of the Problem

This research aimed to determine the influence of reading habits to the academic

performance of the grade 7 students of Socorro National High School.

The study answered the following questions;

1. What is the profile of the respondents in terms of:

1.1 age

1.2 sex

1.3 parent’s educational attainment

1.4 monthly income

2. What is the extent of the perceived factors of reading habits of grade 7 students

in Socorro National High School in terms of:

3.1 Student factor

3.1.1 time management

3.1.2 reading skills

3.1.3 reading interest

3.2 Parent factor

3.2.1 parental involvement

3.2.2 parental support

3.3 Teacher factors

3.3.1 teacher’ personality

3 Based on the result, what intervention measures may be proposed?

Hypothesis

At 0.05 level of significance it is hypothesized that:

Ho- There is no significant relationship between the identified factors and the reading

habits of the students.

Significance of the study

The study will be deemed important for the proper recognition of the improving

Reading Comprehension Through the use of higher - order thinking activities on the

academic Performance of the grade 7 students, Likewise, the findings of this research

may prove useful to the following, to wit;

Students. Having a clearer view and firsthand experience of the teacher's

performance, this will further enhance pupil's knowledge of the importance of mastering

the basic skills of their reading habits so they will make an effort to do best. This may lead

to better enthusiasm and develop good study habit.

Teachers. This study may heighten their awareness in identifying the learning

tasks that are well developed as well as the least. This may further be a motivating factor

to adapt measures and new strategies for the improvement of instructions in reading.

Parents. The result of this study will serve as bird's eye view of the parent to know

the needs of their children with regards to improving their reading habits.

School Administrator and Supervisors. Results of this investigation may

encourage administrators and supervisors help their teachers upgrade their teaching
performance in motivating reading interest through closer supervision and faculty

development and training programs.

Future researchers. The information and insights that will be gained from this

study may serve as guide for other researcher in framing their conceptual framework

and design and at the same time encourage them to conduct lateral studies within their

area of preferences.

Scope and Limitation

The general focus of this study is to investigate the factors affecting reading habits

of grade 7 students of Socorro National High School S.Y. 2017-2018.

Specifically, it includes the profile of the respondents in terms of age, sex, parent’s

educational attainment, and monthly family income.

Likewise, the scope of the study include factors affecting the reading habits of

Grade 7 students described in terms of parent factor, home factor, student factor and

teacher factor.
 Chapter II

METHOD

This section presents the research design, participants, instrument, data gathering

procedure and statistical analysis.

Research Design

This study was classified into a descriptive type research. It was used to indicate

and determine the relationship between reading habits to academic performance among

elementary pupils. The descriptive method was used to identify and describe the factors

that affect the reading habits of the grade 7 students in SONHS.

Participants

The respondents of the study were the grade 7 students of Socorro National High

School. This study was classified as stratified random sampling wherein representative

sample respondents from all grade 7 students would be the respondents of the study.

Instrument

This study used a researchers’ made-questionnaire which would be validated and

checked by the expert. There were two parts of the instruments, the first part would be

the profile of the participants. Secondly, the factors involved in the reading habits of the

students in terms of student factor, parent factor and teacher factor.

Research Instrument
 The questionnaire was used as the main instrument for gathering the needed data

for the study. This was answered by the Grade Two teachers. It shall comprised of three

parts.

Part 1 comprised of the profile of the Grade 7 teacher respondents in terms of age,

sex, civil status, highest educational attainment, present position, years in service and

number of seminars attended in Reading.

Part 2 included the other factors affecting the reading habits of Grade 7 students

in terms of: parent factor, home factor, pupil factor, and teacher factor.

Data Gathering Procedure

A letter was sent to the school principal to ask authorization to allow the

researchers to conduct the study. Upon the approval, the researchers personally

gathered the respondent’s current grade points average (GPA’s) of the grade 7 students

of Socorro National High School and conduct their questionnaires.

The researchers classified, tallied, and tabulated the data collected. In analyzing

and interpreting the information gathered, descriptive statistical techniques such as

frequency, mean, standard deviation, and Person r formula was used.

The researcher first sought permission from the principal to allow the researchers to

distribute questionnaires, conduct informal interviews and gather the needed data for the

study.
 Upon approval, she personally administered the questionnaires to their target

respondents, the Grade 7 teachers, for them to be able to explain the mechanics of

answering and the actual purpose of the study.

Statistical Analysis

With the hypothesis being advanced, the following statistical treatments were

employed:

Frequency and Percentage Count. These tools was used to determine the participants’

profile

Mean and Standard Deviation. These tools was used to determine the perceived effect

of parental involvement to the academic performance of the pupils.

Pearson r correlation. This study will be used to measure relationships of the data.
 CHAPTER III

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analyses and interpretation of results of the data

gathered from the study to identify the demographic profile of the student-respondents,

the extent of reading habits and learning performance of the grade 7 students of Socorro

National high school.

Problem 1. Profile of the respondents

The demographic characteristics of the student-respondents included in this study

include age, gender, educational attainment, monthly family income.

Table 1. Frequency and Percent Distribution of the profile of the respondents by age,

gender, educational attainment and monthly family income

Profile Frequency Percentage

age
12 12 24
13 25 50
14 13 26
total 50 100%
Gender
female 24 48
male 26 52
total 50 100%
educational
attainment
elementary graduate 9 18
high school level 36 72
high school
graduate 5 10
total 50 100%
monthly income
5,000 below 8 16
 6,000-10,000 30 60
11,000-15,000 11 22
16,000-20,000 1 2
total 50 100%

The table showed that of the total 50 student-respondents, majority of the students aged

13 consisting of 25 or 50%. Whereas, only 13 or 26% are 14 years old. As to gender, data showed

that majority are male consisting of 26 or 52% while only 24 or 48% are females. As to the parent’s

educational attainment, it showed that majority of the respondents have parents that finished high

school level consisting of 36 or 72% while only 5 or 10% have parents that are high school

graduate. As to monthly family income, data revealed that majority have monthly family income

ranging from Php6,000 to Php10,000; While, only 1 or 2% have income ranging from Php16,000

to Php20,000

Extent of the Perceived reading habits of the students

Table 2. Extent of the Perceived reading habits of the students as to time management

Verbal Qualitative
Student Factor mean
interpretation description
Time management
1. I read only if I have no work 3.86 sometimes practiced
2. spend a special time from reading 2.34 Rare Slightly practiced
3. I read only if necessary 3.34 Always Highly practiced
4. I read reading materials after class hours 3.2 Sometimes practiced
5. I read diverse materials during Saturday
and Sunday 2.60 rare Slightly practiced
Total 3.068 Sometimes
Slightly practiced
 The table above showed that at in an average mean of (M= 3.068) indicates that the

reading habits of the students in Socorro National high school as to time management is slightly

practiced. Specifically, two(2) indicators resulted slightly practiced reading habits which include ’

spend a special time from reading’ (M=2.34) and ‘I read diverse materials during Saturday and

Sunday’ (M=2.60). however, another 2 indicators resulted practiced reading habits and those were’

I read only if I have no work’ (M=3.86) and ‘I read reading materials after class hours’ (M=3.2) while

only one resulted highly practiced reading habits which is the ‘I read only if necessary’ (M=3.34).

Table 3. Extent of the Perceived reading habits of the students as to reading skills

Verbal Qualitative
Reading skills
Mean interpretation description
6. I read reading materials intensively practiced
3.6 Sometimes
7. I read reading materials through Highly practiced
skimming and scanning 3.32 Always
8. I jot down important notes or difficult Highly practiced
words when reading. 3.62 Always
9. I use dictionary when I encounter difficult practiced
words. 3.7 Sometimes
10. I read some materials through sounds practiced
3.6 Sometimes
Highly practiced
Total 3.56
Always

The table above showed that at in an average mean of (M= 3.56) indicates that the reading habits of

the students in Socorro National high school as to reading skills is highly practiced. Specifically, three

(3) indicators resulted practiced reading habits which include’ I read reading materials intensively’

(M=3.6) and ‘I use dictionary when I encounter difficult words when reading’ (M=3.62), ‘ I read some

materials through sounds’(M=3.6) . while only 2 resulted highly practiced reading habits which is the

‘I read reading materials through skimming and scanning’ (M=3.32) and ‘I jot down important notes

or difficult words when reading’ (M=3.62)

Table 4. Extent of the Perceived reading habits of the students as to reading interest

Verbal Qualitative
Reading interest
Mean interpretation description
11. I read only recreational reading materials 3.7 practiced
Sometimes
12. I read school-related reading materials 3.64 Highly practiced
Always
13. I read only for pleasure 3.7 practiced
Sometimes
14. Provides for the study needs of the 3.58 Highly practiced
children Always
15. I read only printed materials 3.74 Highly practiced
Always
Total 3.68 Highly practiced
Always

The table above showed that at in an average mean of (M= 3.68) indicates that the reading habits

of the students in Socorro National high school as to reading interest is highly practiced. Specifically,

three (3) indicators resulted highly practiced reading habits which I read school-related reading

materials’ (M=3.64), ‘Provides for the study needs of the children’ (M=3.58), and ‘I read only printed

materials ’(M=3.74) . while only 2 resulted practiced reading habits which is the ‘I read only

recreational reading materials’ (M=3.7) and ‘I read only for pleasure’ (M=3.7)

Table 5. Extent of the Perceived reading habits of the students as to parent factor

Verbal Qualitative
Parent factor
Mean interpretation description
16. My parents motivate me to read books. 3.74 Highly practiced
Always
17. My parents provide me reading materials 3.9 practiced
for school purposes Sometimes
18. My parents give time schedule to read 3.62 Highly practiced
Always
19. My parents assist me through my reading 3.78 Highly practiced
routine. Always
20. My parents provide quite place for me to 3.74 Highly practiced
read. Always
Total 3.76 Highly practiced
Always
 The table above showed that at in an average mean of (M= 3.76) indicates that the reading

habits of the students in Socorro National high school as to parent factor is highly practiced.

Specifically, four (4) indicators resulted highly practiced reading habits which include‘My parents

motivate me to read books.’ (M=3.74), ‘My parents give time schedule to read’ (M=3.62), ‘My parents

assist me through my reading routine’ (M=3.78) and ‘My parents provide quite place for me to read’

(M=3.74) . While only 1 resulted practiced reading habits which is the ‘My parents provide me reading

materials for school purposes’ (M=3.9).

Table 6. Extent of the Perceived reading habits of the students as to teacher factor

Verbal Qualitative
Teacher factor
Mean interpretation description
21.My teacher supervise me during reading 3.76 Highly practiced
activities Always
22. My teacher engage us in various reading 4.2 Highly practiced
activities Always
23. My teacher encourage us to read in 3.86 Highly practiced
various ways Always
24. My teacher teach me to read in a 3.84 Highly practiced
conducive area Always
3.89 Highly practiced
Always

The table above showed that at in an average mean of (M= 3.89) indicates that the reading habits

of the students in Socorro National high school as to the teacher factor is highly practiced.

Specifically all indicators are verbally interpreted as always which indicate that teacher factor

contributed the reading habits of the grade 7 students of Socorro National High School.

Summary of the extent of student’s reading habits

Table 7. Summary of the extent of the Perceived reading habits of the students as to parent factor

Verbal Qualitative
Indicators Mean interpretation description
Time management 3.068 Sometimes
Slightly practiced
Reading skills 3.56 Highly practiced
Always
 Reading interest 3.68 Highly practiced
Always
Parent factor 3.76 Highly practiced
Always
Teacher factor 3.89 Highly practiced
Always
3.59 Highly practiced
Total Always

The table above showed the Summary of the extent of student’s reading habits wherein at the

average mean of (M=3.59) revealed verbal interpretation as always which denotes very high

extent. Specifically, 4 indicators resulted very high description while only one is slightly practiced.

This means that reading skills, reading interest, parent factor and teacher factor are factors that

highly affect students reading habits while time management has little emphasis in this study.

Level of academic performance

Table 8. Academic performance of grade 7 students

GPA LEVEL FREQUENCY PERCENTAGE

91-95 Outstanding 5 10%

86-90 Very Satisfactory 10 20%

81-85 Satisfactory 30 60%

76-80 Fairly Satisfactory 2 4%

70-75 Did not meet expectations 3 6%

TOTAL 50 100%

Table 2.1 illustrates the frequency and percentage of the student’s level of academic performance

in terms of in English. Levels were recognized as outstanding, very satisfactory, satisfactory, fairly

satisfactory, and di not meet expectations. Data revealed that the mean GPA of the students in
English rose to 60%% and verbally interpreted as satisfactory. This means that the academic

performance of the grade 7 students in Socorro National High School belong to average level

Table 9. Academic performance and reading habits of grade 7 students

Grades

Indicators r value p value Verbal Interpretation

Time management 0.50 0.18 significant positive relationship

Reading skills 0.46 0.05 significant positive relationship
Reading interest 0.35 0.02 significant positive relationship
Very strong significant positive
Parent factor
0.29 0.00 relationship
Very strong significant positive
Teacher factor
0.90 0.00 relationship

Table above reveals the significant relationship of reading habit to the academic performance

of the grade 7 students. Specifically parent factor (r= 0.29, p=0.00) and teacher factor (r=0.90, p=0.00)

showed significant relationship. This could mean that teacher and parent’s involvement in shaping

the child’s reading habit could really affect their academic performance in the sense that learners

need motivation and attention in and outside the school so they will perform better.

Also, reading skills, reading interest and time management also affects student’s academic

performance in the sense that these are internal motivations wherein only the child controls his/her

own action whether he/she would develop her own self’s reading habit
 Reading habit intervention plan

Module Objectives Activities Expected Time Resources Evaluation

Outputs Frameneeded
production
cost
1. expansion of Teachers Learners are Reading skill Whole Production Evaluation
time in teaching should focused on enhancement semester cost questionna
reading emphasize the teaching ire
time allotted reading
from teaching
learners how to
read or
enhance
reading skills
2. teaching Helps students Teachers Fluency in Whole Production Evaluation
vocabulary words to improve should reading semester cost questionna
fluency, make engage ire
use of context learners into
clues and activities,
focus more on games or
comprehension any fun
than on leaning
decoding. lessons that
integrates
vocabulary
building
3. sufficiency of To make Teachers More Training Evaluation
training s and teachers should effective and May cost questionna
seminars become attend efficient in ire
knowledgeable trainings and terms of
and efficient seminars utilizing
enough in and effective
teaching in workshops strategies in
developing on teaching
learners implementing reading
reading ability k-12 program
and other
related to it.
 Chapter IV

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings, the conclusions derived from the

findings and the recommendations suggested by the researcher.

Summary

This study was conducted to determine the factors affecting reading habits of the

grade 7 students in Socorro National high School, SY 2017-2018. Specifically, the study

aimed to identify the demographic profile of the student-respondents as to age, gender,

parent’s educational attainment and monthly family income.

Descriptive research method was used in the study wherein 50 student-

respondents participated. The tools used in gathering the data included the survey

questionnaire containing questions about demographic profile and the 24-item reading

habits Rating Scale. The statistical treatments of the gathered data included frequency,

percentage, mean, Likert Scale.

Findings

Based on the research study, the following findings were arrived at:

1. Demographic Profile of the Respondents

1. The table showed that of the total 50 student-respondents, majority of the students aged 13

consisting of 25 or 50%. As to gender, data showed that majority are male consisting of 26 or

52%. As to the parent’s educational attainment, it showed that majority of the respondents have

parents that finished high school level consisting of 36 or 72%. When it comes to monthly family
income, data revealed that majority have monthly family income ranging from Php6,000 to

Php10,000.

2. student’s reading habits revealed an the average mean of (M=3.59) which is verbal interpreted

as always which denotes very high extent.

3. Data revealed that majority of the students gained GPAs in English ranging from 81-85

consisting of 30 or 60%.

Conclusions

Based on the findings of the study, the following conclusions are drawn.

1. The reading habits of the respondents in this study are highly practiced

2. The level of academic performance of the respondents are satisfactory

3. Reading habits have significant effect to the academic performance

Recommendations

Based on the conclusions, the following recommendations are formulated:

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

information resources other than their notebooks and handouts so as to be exposed to
diverge and broader views to knowledge.

2. Academic institutions should be encourage students to lengthen of their time schedule for
reading activities

3. Teachers should pay special attention in developing positive reading attitude in students
by emphasizing comprehension skills and strategies so as to enhance effective reading.

4. Academic institutions may apply the reading habit intervention program suggested by the
 researchers
5. A more concentrated research should be made by future researchers to determine a more

focused relationship between behavior and learning performance using other variables

than those used in this study.

 BUCAS GRANDE FOUNDATION COLLEGE

Taruc, Socorro, Surigao del Norte

FACTORS AFFECTING THE READING HABITS OF GRADE 7 STUDENTS IN

SOCORRO NATIONAL HIGH SCHOOL.

Questionnaire Survey

APPENDIX A

PART – I Demographic profile

Directions: Put a check on the empty circle provided below based on your knowledge.

Name(optional):____________________

age: _________

GPA:________

Gender :

Male ______ female _______

SECTION A

Please indicate HOW OFTEN the following have happened.

Please indicate you response according to the response format below:

1 = Never 2 = Rarely 3 = Sometimes 4 = always

Please tick the appropriate box

A. Parent Factor 4 3 2 1

1. Sufficient educational support and concern from

parent
2. Obtains proper nourishment needed for their
studies
3. Obtains the needed physical needs form parent
4. Rewards their children whenever they obtain high
grades
5. Keeps children away from family problems and
frequent quarrels which directly and indirectly
affect their studies
6. Gives praises for whatever success their children
obtain from school
7. Listens to children’s explanations before scolding
and beating them
8. Involve themselves to improve the reading
deficiencies of their children
9. Assists or help their children in preparing
homework
10. Have regular communication with their children as
regards their studies
11. Does not allow their children to go to any place
around instead of studying their lessons at home
12. Attends to their children’s emotional, social,
intellectual, and health needs.
B. Home Factor
1. Provides for the study needs of the children
2. Have provisions for tables, chairs, lights, and
ventilation to encourage their children to do their
homework and study their lessons
3. Free from too much noise and disturbances
4. Near the school and very accessible to reach the
place
 5. Small family size allowing no disturbance on
children’s studies
C. Pupil Factor
1. Interested in studying particularly in reading
2. Obtains the proper motivation to read the printed
page
3. Can cope and understand the lessons presented in
Reading
4. Have pre-reading preparation before engaging in
beginning reading activities
5. Have enough low level materials for reading
practice
D. Teacher Factor
1. Have time to supervise each pupil with reading
disabilities
2. Have enough materials for pupils with reading
disabilities
3. Very focus on the regular work loads
4. Employs/utilizes different methods/strategies of
teaching
5. Have enough trainings in handling pupils with
varied reading disabilities
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