Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyses, and interprets the data

gathered on the Reading Engagement and Reading Comprehension of the

1st year BAELS and 1st year BAPoS students of the main campus.

Reading Engagement

It is an activity that can broaden the reader's knowledge. The

process of deriving meaning from a group of written symbols by looking at

them. Readers who are able to select texts they will read, engage in

higher-order thinking as they read, move from stage of just summarizing or

retelling of a text to the stage of construction and critical reflection on a

text.

Table 2. Reading engagement of first-year BAELS students.

The data reveals how two distinct groups, POLSCI and BAELS, see

various products. The POLSCI group tends to see a greater variety of

things as being similar to themselves, whereas the BAELS group sees

these things as being typically less similar. The standard deviations,

however, show that there is variation in each group's perceptions.

BAELS
Items
M SD QD
1. I can read almost 1.94 0.851 Low
anything if I try hard.
2. I do not like to go to 3.53 1.134 High
the bookstore.

3. I feel like to have 3.35 1.433 Moderate

some choice of what
to read for
assignments.

4. I get nervous when I 3.68 1.342 High

read something new.

5. I get to choose what I 2.24 1.156 Low

read for fun.

6. I get worried when I 2.21 0.845 Low

get reading test.

7. I get worried when I 2.50 0.992 Low

take reading test.

8. I have to read aloud 2.18 1.261 Low

in class.

9. I like to read about 3.12 1.274 Moderate

people.

10. I only read if I have 2.35 0.774 Low

to.

11. I practice reading so 2.53 1.261 Low

that I get better at it.

12. I something pause 1.82 0.576 Low

when I am reading to
make sure I
understand what I
have just read.

13. I think it is important 1.38 0.779 Very Low

to understand what I
read.

14. I think it is important 1.44 0.660 Very Low

to understand what I
read.

15. I want to have the 2.44 1.186 Low

best reading grades
of anyone in my
class.

16. I work hard to 1.59 0.657 Very Low

become a better
reader.

17. I work hard to 1.44 0.504 Very Low

understand what I
read.

18. I worry about what 2.18 1.114 Low

 people say about my
reading.

19. Understanding what I 1.32 0.475 Very Low

read is important to
me.

20. When a book looks 3.00 1.155 Moderate

hard, I do not try to
read it.

21. I get to choose what I 2.53 1.134 Low

read for fun.
22. I feel scared when I 2.47 1.134 Low
have to read out loud
in class.
23. I work hard to 1.85 0.989 Low
understand what I
read.
24. I feel like I have 3.71 1.244 High
some choice of what
to read for
assignments.
25. I get nervous when I 2.97 1.314 Moderate
read something new.
26. I like to read about 3.18 1.218 Moderate
people.
27. I sometimes pause 2.00 0.985 Low
when I am reading to
make sure I
understand what I
have just read.
28. I think reading is 1.38 0.652 Very Low
important.
29. When I read, I do not 2.65 1.178 Moderate
think about what’s
going on around me.
30. I think it is important 1.56 0.894 Very Low
to be good at
reading.
31. I feel like I have a 2.00 0.888 Low
choice of what to
read for fun.
32. I plan how I am going 2.65 0.981 Moderate
to read something
before I read it.
33. I think reading is 1.32 0.475 Very Low
important.
34. I worry about what 2.50 1.261 Low
other students will
say if I mess up
reading out loud.
35. It is important to 1.65 0.884 Very Low
become a good
reader.
 36. I try to get more 2.44 0.960 Low
answers right than
other kids in class
about what we read.
37. I know what 1.97 0.577 Low
questions to ask for
help with hard
reading.
38. I have trouble finding 2.59 1.158 Low
interesting things to
read
39. I like to learn new 2.38 1.155 Low
things about my
hobbies when I read.
OVERALL 2.31 1.203 Low
Hypothetical Mean Range: M = Mean; SD = Standard deviation, QD =
Qualitative description:1.00 – 1.79 = Very Low (Not All Like
Me), 1.80 – 2.59 = Low (Not Much Like Me), 2.60 – 3.39 = Moderate (Can't
Decide), 3.40 – 4.19 = High (Kind of Like Me), 4.20 – 5.00 = Very High (A
Lot Like Me)

Table 2. Reading engagement of first-year BAPoS students.

BAPoS
Items
M SD QD
1. I can read almost 4.05 0.950 High
anything if I try hard.

2. I do not like to go to 2.60 1.116 Moderate

the bookstore.

3. I feel like to have 2.81 1.296 Moderate

some choice of what
to read for
assignments.

4. I get nervous when I 2.35 1.193 Low

read something new.

5. I get to choose what I 3.65 0.997 High

read for fun.

6. I get worried when I 2.79 1.301 Moderate

get reading test.

7. I get worried when I 2.00 1.047 Low

take reading test.

8. I have to read aloud 3.49 1.279 High

in class.

9. I like to read about 3.05 1.327 Moderate

people.

10. I only read if I have 2.86 1.104 Moderate

to.
11. I practice reading so 4.30 0.803 Very High
that I get better at it.

12. I something pause 3.93 0.828 High

when I am reading to
make sure I
understand what I
have just read.

13. I think it is important 4.16 0.924 High

to understand what I
read.

14. I think it is important 4.33 0.865 Very High

to understand what I
read.

15. I want to have the 3.23 1.360 Moderate

best reading grades
of anyone in my
class.

16. I work hard to 4.30 0.914 Very High

become a better
reader.

17. I work hard to 4.23 0.751 Very High

understand what I
read.

18. I worry about what 2.70 1.337 Moderate

people say about my
reading.

19. Understanding what I 4.40 0.821 Very High

read is important to
me.

20. When a book looks 3.02 1.282 Moderate

hard, I do not try to
read it.

21. I get to choose what I 3.72 1.031 High

read for fun.
22. I feel scared when I 2.67 1.128 Moderate
have to read out loud
in class.
23. I work hard to 4.40 0.760 Very High
understand what I
read.
24. I feel like I have 2.40 1.198 Low
some choice of what
to read for
assignments.
25. I get nervous when I 2.47 1.141 Low
read something new.
26. I like to read about 3.09 1.360 Moderate
people.
 27. I sometimes pause 4.00 0.845 High
when I am reading to
make sure I
understand what I
have just read.
28. I think reading is 4.65 0.720 Very High
important.
29. When I read, I do not 3.42 1.118 High
think about what’s
going on around me.
30. I think it is important 4.42 0.626 Very High
to be good at
reading.
31. I feel like I have a 3.60 0.877 High
choice of what to
read for fun.
32. I plan how I am going 3.58 1.139 High
to read something
before I read it.
33. I think reading is 4.60 0.728 Very High
important.
34. I worry about what 3.49 0.960 High
other students will
say if I mess up
reading out loud.
35. It is important to 4.49 0.856 Very High
become a good
reader.
36. I try to get more 3.23 1.088 Moderate
answers right than
other kids in class
about what we read.
37. I know what 3.79 1.013 High
questions to ask for
help with hard
reading.
38. I have trouble finding 3.09 1.192 Moderate
interesting things to
read
39. I like to learn new 4.02 0.707 High
things about my
hobbies when I read.
OVERALL 3.52 1.262 High
Hypothetical Mean Range: M = Mean; SD = Standard deviation, QD =
Qualitative description:1.00 – 1.79 = Very Low (Not All Like
Me), 1.80 – 2.59 = Low (Not Much Like Me), 2.60 – 3.39 = Moderate (Can't
Decide), 3.40 – 4.19 = High (Kind of Like Me), 4.20 – 5.00 = Very High (A
Lot Like Me)
Table 4. Testing of differences in the levels of reading engagement
between first-year BAELS and first-year BAPolS students.

The data suggests that there is a highly significant difference in

reading engagement between the BAELS and BAPolS groups. The

BAPolS group has a significantly higher mean reading engagement score

compared to the BAELS group. This result is statistically meaningful and

suggests that there may be significant differences in reading engagement

between these two groups of individuals.

Mean Qualitative
Dependent Variable T df p
BAELS BAPolS Description
Reading - Highly
2.31 3.52 63.1 < .001
Engagement 16.124 Significant
Note: t=calculated t; df=Degrees of Freedom; p=Probability Value

Reading Comprehension

Reading comprehension is an active cognitive process which

involves reasoning to construct meaning from a written text and

understanding it effectively and comprehensively (Nakamoto, Lindsey, &

Manis, 2008). Real reading has to do with thinking, learning, and

expanding a reader’s knowledge and horizons. It has to do with building on

past knowledge, mastering new information, and connecting with the

minds of those you’ve never met.” It involves a reader’s capacity to extract

meaning from a passage, article, or book by processing and synthesizing

information from the text.

Table 4. Summary of the reading levels of the first-year BAELS and

BAPoS students.

The provided data appears to be a comparison between two

groups, BAPoS and BAELS, across different indicators of reading

performance, along with the overall reading performance. Each indicator is

measured in terms of mean, standard deviation, mean percentage score,

and a descriptive interpretation. For the BAPoS group, the mean score in

the Literal indicator is 3.07, corresponding to a mean percentage score of

61.40%. For the BAELS group, the mean score in the Literal indicator is

2.79, corresponding to a mean percentage score of 55.88%. Descriptively,

both groups are categorized as "Average" in this indicator, indicating that

their performance in literal reading is relatively similar.

For the BAPoS group, the mean score in the Inferential indicator is

1.37, corresponding to a mean percentage score of 27.44%. For the

BAELS group, the mean score in the Inferential indicator is 1.12,

corresponding to a mean percentage score of 22.35%. Descriptively, both

groups are categorized as "Low" in this indicator, indicating that their

performance in inferential reading is relatively low.

For the BAPoS group, the mean score in the Critical indicator is

1.79, corresponding to a mean percentage score of 35.81%. For the

BAELS group, the mean score in the Critical indicator is 1.62,

corresponding to a mean percentage score of 32.35%. Descriptively, the

BAPoS group is categorized as "Average," while the BAELS group is

categorized as "Low" in this indicator, indicating that the BAPoS group

performs slightly better in critical reading compared to the BAELS group.

 The overall reading performance combines scores from all three

indicators. For the BAPoS group, the mean overall reading performance

score is 6.23, corresponding to a mean percentage score of 41.55%. For

the BAELS group, the mean overall reading performance score is 5.53,

corresponding to a mean percentage score of 36.86%. Descriptively, both

groups are categorized as "Average" in overall reading performance,

suggesting that, when considering all three indicators together, their

reading performance is fairly similar.

In summary, the data shows that both the BAPoS and BAELS

groups have similar overall reading performance, categorized as

"Average." However, they exhibit differences in specific reading indicators.

The BAPoS group performs better in the Literal and Critical indicators but

similarly to the BAELS group in the Inferential indicator. The descriptive

interpretations provide insights into their performance relative to each

indicator.

Indicators Progra Mean Std. Mean Descriptive

m Dev. Percentage Interpretation
Score
A. Literal BAPolS 3.07 1.009 61.40% Average
BAELS 2.79 1.250 55.88% Average
B. Inferential BAPolS 1.37 1.196 27.44% Low
BAELS 1.12 0.769 22.35% Low
C. Critical BAPolS 1.79 1.226 35.81% Average
BAELS 1.62 1.074 32.35% Low
OVERALL
POLSCI 6.23 2.328 41.55% Average
READING
PERFORMANCE BAELS 5.53 1.895 36.86% Average
Hypothetical Mean Range: 96 – 100% = Mastered; 86 – 95% = Closely
Approximating Mastery (CAM); 66 – 85% = Moving Towards Mastery
(MTM); 35 – 65% = Average; 15 – 34% = Low; 5 – 14%= Very Low; 0 –
4% = Absolutely No Mastery
Table 5. Testing of differences in the levels of reading comprehension
between first-year BAELS and first-year BAPoS students.

Mean Qualitative
Dependent Variables t df P
BAELS BAPoS Description

A. Literal 2.79 3.07 -1.045 62.7 0.300 Not

Significant
B. Inferential 1.12 1.37 -1.131 72.3 0.262 Not
Significant
C. Critical 1.62 1.79 -0.66 74.2 0.512 Not
Significant
Reading 5.53 6.23 -1.461 74.9 0.148 Not
Comprehension Significant
Note: t=calculated t; df=Degrees of Freedom; p=Probability Value

The analysis suggests that the differences in the means for the

various aspects of BAELS and BAPoS reading comprehension are not

statistically significant. This means that the study did not find conclusive

evidence to support significant variations in these variables, at least within

the context of this analysis.

Table 6. Testing of differences in the levels of reading engagement and

reading comprehension between first-year BAELS and first-year BAPoS
students.

The provided data presents the results of a Pearson's correlation

analysis between two variables: "Reading Engagement" and "Reading

Comprehension."

In summary, the data indicates that there is a weak positive linear

relationship between Reading Engagement and Reading Comprehension,

suggesting that as Reading Engagement tends to increase, Reading

Comprehension tends to increase as well, but the relationship is not

statistically significant. This means that other factors or chance could be

influencing the observed correlation, and it is not strong enough to draw a

robust conclusion about the relationship between these two variables in

this sample.

Variables Pearson’s N Strength of p-value Interpretation

Correlation ( Correlation
r)
Reading .173 77 Weak .132 Not
Engagement Positive Significant
and Reading Linear
Comprehension Relationshi
p
Hypothetical Mean Range: r = Pearson Correlation Coefficient; r is
interpreted using Cohen’s Scale: -0.3 to +0.3 = weak, -0.5 to -0.3 or +0.3
to +0.5 = moderate relationship, -0.9 to -0.5 or +0.5 to +0.9 = strong
relationship, -1.0 to - 0.9 or +0.9 to +1.0 = very strong relationship.

Table 7. Testing of relationship between the reading engagement and

reading comprehension of the first year BAELS and BAPoS students.

In the BAPoS group, there is a weak positive linear relationship (r =

0.098) between reading engagement and reading comprehension.

However the p-value of 0.533 suggests that this relationship is not

statistically significant.

Similarly, for the BAELS group, there is a weak positive linear

relationship (r = 0.024) between reading engagement and reading

comprehension, but the p-value of 0.895 indicates that this is not

statistically significant.
 Variables Program n r value Remark p-value Interpretation

Reading BAPoS 43 .098 Weak .533 Not Significant

Engagement and Positive
Reading Linear
Comprehension Relationship

BAELS 34 .024 Weak .895 Not Significant

Positive
Linear
Relationship
BAELS 77 .173 Weak Linear .132 Not Significant
and Relationship
BAPoS
Note: r = Pearson Correlation Coefficient; r is interpreted using Cohen’s
Scale: -0.3 to +0.3 = weak, -0.5 to -0.3 or +0.3 to +0.5 = moderate
relationship, -0.9 to -0.5 or +0.5 to +0.9 = strong relationship, -1.0 to - 0.9
or +0.9 to +1.0 = very strong relationship.

Table 8. Test of significant difference on the correlations of reading

engagement and reading comprehension of the first year BAELS and AB

PolSci students using Fisher’s Z-Transformation.

Variables Progra n r value z value p-value Interpretation

Reading BAPOS 43 .098 0.311 .378 Not

Engagement Significant

and Reading BAELS 34 .024

Comprehension

Table 6 presented the test of significant difference on the

correlations of reading engagement and reading comprehension of the first

year BAELS and BAPoS students using Fisher Z-transformation. As

reflected in the table, the test yielded to a z value of 0.311 with p value of

0.378 which signified failure to reject the null hypothesis at 0.05 level of

significance. Therefore, it can be concluded from the results that there was

no sufficient evidence to prove the significant difference on the correlations

of reading engagement and reading comprehension of the first year

BAELS and BAPoS students.