Pamamasa: Exploring The Reading Interest

& Habits of BECED Students - Basis for IEC

Material

ABSTRACT
Reading is an important element of gaining knowledge and wisdom, and it is also a
requirement for educators. As a result, the goal of this quantitative-descriptive study
was to define and identify the reading interests and habits of Bachelor of Early
Childhood Education students at BPSU-DC. The data for this investigation was
collected using an adapted survey questionnaire. In terms of reading interests,
respondents enjoy reading sometimes, and their top three genres of literature were
fantasy, reality, and adventure. The printed book was the favorite reading resource of
the BECED students. Majority of them stated that they read with the purpose of
expanding their knowledge. They like to read books written in English and prefer to do
it at home. Students in BECED loved reading on their own and they read various
reading materials once a month to relax and obtain further knowledge. Most of the
students chose their own books to read. Finally, BECED students read for roughly an
hour. When the respondents were categorized by their age, sex, and year level, the
study found no significant differences in their reading interests and habits.

PURPOSE
The general problem of this study was to identify the reading interest and habits of
Bachelor of Early Child Education students at Bataan Peninsula State University-
Dinalupihan, Campus to become a basis of an IEC material.
Specifically, the study sought to answer the following questions:
1. How may the profile of the respondents be described in terms of sex, age and year
level?
2. How may the reading interest of the respondents be described in terms of their
fondness in reading, their preferred genre of book, their preferred reading material,
their reasons why they read, their preferred language of the book they read and their
preferred place when reading?
3. How may the reading habits of the respondents be described in terms of type as
reader, average period on reading various reading materials, average period on
reading based on reasons, influence in choosing what to read and average hour spent
in reading?
4. Is there a significance difference in the reading interest and habits of the
respondents when they grouped according to their profile?
5. What IEC material can be made based on the findings?

CONCEPTUAL FRAMEWORK
Input Process Output
1. What is the demographic
A. Data Gathering Tools
profile of the respondents?;
1. Checklist with likert scale
2. What is the reading interest

of the respondents?;
B. Data Analysis Tools
3. What is the reading habit of
1. Frequency
the respondents?; and IEC Material
2. Percentage
4. Is there a significant
3. Mean
difference in the reading
4. Standard Deviation
interest and reading habit
5. T-test
when grouped according to
6. ANOVA test (using SPSS
the profile of the
software)
respondents?

CONCLUSIONS
1.Majority of the BECED students age from 18-21 years old. Female students dominated
the BECED and Second Year level is the most populous Year level in BECED;
2. Most of the respondents like reading books sometimes and the most preferred three
(3) genres of books of the students were fantasy, real life, and adventure. The
preferred reading material of the BECED students was printed book. Majority of the
respondents said that their reason why they read books is to gain additional
knowledge. BECED students preferred books written in English language and
preferred to read books at home.
3. BECED students enjoyed reading alone and they read various reading materials
such as picture books, novel, non-fiction books, comics, magazines, newspapers, and
websites for about once a month and they read for about once a month to relax and
to gain additional knowledge. Majority of them choose books to read on their own.
Lastly, BECED students spent about an hour in reading books.
4. The study failed to reject the null hypothesis. With this, there was no significant difference in

reading interests and habits of the respondents when they were grouped according to their sex,

age, and year level.

RECOMMENDATIONS
1. The students should address the Campus Library through a letter of suggestion to cater
their needs in terms of reading so that they may increase their love for reading and enhance
their reading habits.
2. The School administrators and teachers should reinforce their program about reading to
instill the value of it to all students which may resulted in better reading habits and interest.
They should create webinars or information dissemination program about reading in
partnership with the Campus library.
3. The Campus Library may increase the preferred genre of books of the students. Librarian
and other involved individuals should strictly enforce silence inside of it. The Campus library
may create a website to cater more students.
4. Future researchers may include other programs in the College of Education in BPSU-DC
for the richness of data. They may include other variables to come up for more information.