FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

THE SIGNIFICANT DIFFERENCE OF READING ABILITIES OF FIRST YEAR

COLLEGE STUDENTS AT FERNANDEZ COLLEGES OF ARTS AND TECHNOLOGY
AND RELATIONSHIP TO ACADEMIC PERFORMANCE

A Thesis

Presented to

The Faculty to the College of Education

Fernandez College of Arts and Technology

Gil Carlos St., Baliuag, Bulacan

In Partial Fulfillment

Of the requirements for the Degree

Bachelor of Science Elementary Education

Bachelor of Science Secondary Education

By:

Keren Hiedezel Roxas

Aljhon Sentillas
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

CHAPTER ONE
The Problem and its Setting

INTRODUCTION

Reading serves as the foundation for acquiring and assimilating knowledge, as

well as for critical thinking and effective communication. Therefore, understanding the

factors that influence reading abilities among first-year college students and exploring

their relationship to academic performance becomes a matter of great importance.

Reading ability is a fundamental skill that serves as the cornerstone for academic

success and personal development, particularly for first-year college students. The

transition from high school to college presents new challenges and higher academic

expectations, making strong reading skills even more crucial. It plays a crucial role in

comprehension, critical thinking, and effective communication, enabling individuals to

access and process information across various domains. The ability to comprehend and

analyze complex texts is vital for students to excel in their coursework, participate

actively in class discussions, and succeed in their chosen fields of study.

However, not all first-year college students possess the same level of reading

proficiency, and these differences can significantly impact their academic performance.

Identifying the specific areas in which first-year college students face challenges in

reading can offer valuable insights. It may be that students struggle with vocabulary,

reading speed, information retention, or inferential reasoning. Pinpointing these areas of

weakness can guide educators in designing targeted interventions and instructional

strategies to address these specific needs effectively.

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

Effective reading interventions can enhance students' reading skills, boost their

academic performance, and foster a positive learning environment. Moreover,

recognizing the relationship between reading abilities and academic success can inform

curriculum design, pedagogical approaches, and assessment methods, enabling

educators to create inclusive and supportive learning environments that cater to

students' diverse needs.

According to Frontiers (2023) The study investigated the relationship between

students' reading habits, study skills, and academic achievement in English at the

secondary level. The researchers found that students who had good reading habits and

study skills were more likely to achieve high academic scores in English.

The researchers found that students who read for pleasure on a regular basis

were more likely to achieve higher scores on English tests. This is because reading for

pleasure helps students to develop their vocabulary, their understanding of grammar

and syntax, and their ability to think critically about what they read. The researchers

also found that students who used effective study skills, such as taking notes,

highlighting important information, and reviewing for exams, were more likely to achieve

higher scores on English tests. This is because effective study skills help students to

retain the information that they have learned and to apply it to new situations.
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

This introduction aims to provide an overview of the significant difference in

reading abilities among first-year college students and its implications for academic

achievement.

STATEMENT OF THE PROBLEM

This study seeks the significant difference of reading abilities of first year college

student at Fernandez College of Art and Technology relationship to academic

performance. Specifically, this study will find answer to the following questions and

statements.

1. What is the demographic profile of the respondents in term of:

1.1 Age

1.2 Gender

1.3 Educational background

1.4 Language

2. How may the reading abilities of the respondents be measure in terms of:

2.1 Reading comprehension.

2.2 Vocabulary

3. How may the academic performance of the respondents be measure in terms of:

3.1 grades from first semester.

4. Is there a significant difference between the groups in terms of reading and

academic performance?

5. Is there a significant reading ability and academic performance?

What conclusion and recommendation may be drawn from the finding?

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

BACKGROUND OF THE STUDY

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 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 in

formation 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.

Research Hypothesis

A review of literature shows that students who use reading abilities and

relationship to academic performance of first year college to demonstrate strong reading

abilities skills. Studies have also shown that students who have strong reading abilities

skills score higher on abilities/comprehension tests. Therefore, the research hypothesis

for this study is that the significant difference of reading abilities of first year college

student at Fernandez College of Art and Technology relationship to academic

performance. Score higher on reading abilities/comprehension tests.

Limitations of the Study

There were thirty participants who completed the study. The small size limits
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

the conclusion, that first year students display any statistically significant difference

between reading comprehension scores prior to the instruction of the self-questioning

reading abilities of first year college and after instruction of the self-questioning reading

comprehension strategy.

THEORITICAL FRAMEWORK

Reading comprehension is one of the essential components of reading. As it is

defined as the understanding and interpretation of what is the fruit of reading. In order to

become literate, students must increase their comprehension of what they are reading

individually. It is one of the most essential skills in the educational context as it can be

the result of students’ assessment in general language competency.

According to Meniado (2016), reading comprehension is a complex process that

involves components, processes, and factors with the aim of finding better ways of

improving and enhancing it among learners. He also added that it is an interactive

process of finding meanings from a text and a series of cognitive activities that include a

lot of dimensions like the understanding of words and their meanings, mindful reaction,

and integration. A lot of learners know how to read but some do not know how to

comprehend it. Reading comprehension is a necessary requirement needed for all

subject areas because each lesson is integrated from the act of reading. Therefore,

students are required to have a good comprehension capability.

Reading is the ability to recognize words and its corresponding sounds. Unlike

speaking, reading is not something that every individual learns to do. A huge amount of

time, money, and efforts should be spending in teaching reading. Reading is conscious
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

and unconscious thinking process. The readers apply many strategies to reconstruct the

meaning that the author is assumed to have intended. It is the one of the basic skills

one should master’s its prier quester one to gain higher skills. Comprehension on the

other hand is an act of or capacity for grasping with the intellect. While most students

recognize some letters, words and sounds, most of them fail to grasp the message of

words they are reading. (Webster Dictionary) It was noted by Tyller (2010) that if

reading materials are written in a language which the students are in the process of

learning, his comprehension will be limited. If knowledge of vocabulary is only basic and

he speaks in a halting manner, it will have a negative effect on his comprehension of

reading materials. This is a primary problem language teacher encounter with their

students especially in the public schools The importance of vocabulary in determining

the success of a reading comprehension

has long been established. The knowledge of word meanings and the ability to

access the knowledge efficiently are recognized as an essential factor in reading

comprehension (Ali & Mohd. Ayub, 2012; Bee Eng & Abdullah, 2003). Moghadam,

Zainal and Ghader pour (2012) state that when a reader does not know many words in

a text, such condition would hinder the effectiveness and efficiency of text processing,

which leads to difficulties in the reader comprehending the text. Since word recognition

and lexical access often prevent comprehension, providing

vocabulary instruction may help improve students’ reading comprehension skills

(Curtis & Longo, 2001). Second language learners are typically conscious in their

limitations in their vocabulary knowledge which deficit would hinder their ability in

performing reading comprehension tasks successfully (Read, 2004).

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

Vocabulary Knowledge of the meaning and pronunciation of words. learning is all

about the words we need to know to both understand what we hear and read, and to

communicate clearly and with precision. Educators often consider four types of

vocabulary: Listening vocabulary refers to the words we need to know to understand

what we hear. Speaking vocabulary consists of the words we use when we speak.

Reading vocabulary refers to the words we need to know to understand what we read.

Writing vocabulary consists of the words we use in writing. Vocabulary plays an

important part in learning to read. Beginning readers must use the words they hear

orally to make sense of the words they see in print. Kids who hear more words spoken

at home learn more words and enter school with better vocabularies. This larger

vocabulary pays off exponentially as a child progresses through school.

Consider, for example, what happens when a beginning reader comes to the

word dig in a book. As she begins to figure out the sounds represented by the letters d,

i, g, the reader recognizes that the sounds make up a very familiar word that she has

heard and said many times. It is harder for a beginning reader to figure out words that

are not already part of their speaking (oral) vocabulary.

Vocabulary is key to reading comprehension. Readers cannot understand what

they are reading without knowing what most of the words mean. As children learn to

read more advanced texts, they must learn the meaning of new words that are not part

of their oral vocabulary.

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

The scientific research on vocabulary instruction reveals that most vocabulary is

learned indirectly and that some vocabulary must be taught directly. Thus, research

supports using a combination of both indirect and direct approaches.

The significant
Reading
difference of
Comprehensio reading abilities Vocabulary
of first year
n
college student

FIGURE 1: THEORITICAL PARADIGM

Conceptual framework

conceptual framework of this study is based on the system’s approach, which shows the

interplay of three important elements: input, process and output. Figure 1 provides the

conceptual paradigm of the study. This figure shows the conceptual frameworks which

will guide the researchers to have an effective research paper. It determines the

significant difference of reading abilities of first year college student at Fernandez

College of Art and Technology relationship to academic performance.

Input. It includes the What is the demographic profile of the respondents in term of:

Age, Gender, Educational background, Language of the first-year college students.

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

Process. It consists of the analysis, to survey on the significant difference of reading

abilities of first year college student at Fernandez College of Art and Technology

relationship to academic performance.

Output. Based on the finding of this study, the determine output will be the significant

difference of reading abilities of first year college student at Fernandez College of Art

and Technology relationship to academic performance.

Outcome. Based on the finding of this study, the programs may be suggested to

promoted the reading abilities of first year college students.

INPUT PROCESS OUTPUT 0UTCOME

1.What is the The significant

demographic difference of
Check list the programs
profile of the reading abilities
respondents in of first year may be
Survey
term of: college student suggested to
at Fernandez promoted the
Age reading abilities
College of Art
Gender and Technology of first year
relationship to college
Educational students.
academic
background
performance.
Language

FIGURE 1: CONCEPTUAL PARADIGM

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

SIGNIFICANCE OF THE STUDY

This study is expected to benefits the following:

First year College. They are the chosen respondents in this research to determine the

discipline and to give their ideas and skills required in the data gathering.

Reader. This study can help to open the reader’s awareness of government initiatives

and gain knowledge about the reading abilities if first year college student of FCAT.

School. This study will help the development of having productive students and develop

the attitude and discipline.

Researchers. This study will help the researchers to be observant in the progress of

the student’s ability in the reading comprehension to being a good leader of the school

and the researchers will also enhance and improve their skills by the help study

Future Researchers. This study will serve as their guide and it can them variety of

ideas and for reference.

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

Definition of terms

For purpose of classification and understanding, the following are defined

conceptually and/or operationally as will be used in the study.

Reading abilities. the potential or the capability to read, and it implies that a student

has the skill and capacity to decode or make meaning out of a written material. Reading

ability is thus a skill needed by individuals to perform and be successful academically.

Discipline. is refer to the ability to control attention, emotion, and actions in the

presence of distractions.

Determination. is refer to the relentless pursuit of a major goal regardless of setbacks

and failures.

Reading comprehension. is one of the essential components of reading. As it is

defined as the understanding and interpretation of what is the fruit of reading. In order to

become literate, students must increase their comprehension of what they are reading

individually.

Listening vocabulary. refers to the words we need to know to understand what we

hear.
Speaking vocabulary. consists of the words we use when we speak.
Reading vocabulary refers to the words we need to know to understand what we read.
Writing vocabulary. consists of the words we use in writing.
Language comprehension is the ability to understand the different elements of

spoken or written language, like the meaning of words and how words are put together

to form sentences.
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

References

Frontiers, P. (2023). Relationships among students’ reading habits, study skills,

and academic achievement in English at the secondary level. Frontiers in Psychology,
14, 776671.
z Learning Conference, Available at SSRN: https://ssrn.com/abstract=3543269 or
http://dx.doi.org/10.2139/ssrn.3543269
Ali & Mohd. Ayub, 2012: The knowledge of word meanings and the ability to
access the knowledge efficiently are recognized as an essential factor in reading
comprehension
(Curtis & Longo, 2001)vocabulary instruction may help improve students’ reading
comprehension skills
https://www.readingrockets.org/reading-101/reading-and-writing-basics/
vocabulary#:~:text=Vocabulary%20is%20key%20to%20reading,part%20of%20their
%20oral%20vocabulary.
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter deals with related studies and literature on the significant difference

of reading abilities of first year college student at Fernandez College of Art and

Technology relationship to academic performance. In this chapter also presented the

synthesis of the art, theoretical framework, conceptual framework, and paradigm.

Review of Related literature

According to Maryann M. Eagan, Pamela A. Garcia, and Susan E. Short Journal

of College Reading and Learning, 2000; The Relationship Between Reading

Comprehension and Academic Achievement in first year college students This study

investigated the relationship between reading comprehension and academic

achievement in first-year college students. The researchers found that reading

comprehension was a significant predictor of academic achievement in all subject

areas, including English, math, science, and social studies. The study also found that

students with higher reading comprehension scores were more likely to persist in

college and to graduate.

Based on Frontiers (2023): Relationships among students' reading habits, study

skills, and academic achievement in English at the secondary level. This study

investigated the relationship between students' reading habits, study skills, and

academic achievement in English at the secondary level. The researchers found that

students who had good reading habits and study skills were more likely to achieve high
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

academic scores in English. The researchers found that students who read for pleasure

on a regular basis were more likely to achieve higher scores on English tests. This is

because reading for pleasure helps students to develop their vocabulary, their

understanding of grammar and syntax, and their ability to think critically about what they

read. The researchers also found that students who used effective study skills, such as

taking notes, highlighting important information, and reviewing for exams, were more

likely to achieve higher scores on English tests. This is because effective study skills

help students to retain the information that they have learned and to apply it to new

situations

Based on Jennifer A. Greene and Linda M. Donovan, Journal of Reading

Psychology, 2004 The Impact of Reading Skills on First-Year College Students'

Academic Performance This study examined the impact of reading skills on first-year

college students' academic performance. The researchers found that students with

stronger reading skills were more likely to earn higher grades in college, to be retained

in college, and to graduate. The study also found that reading skills were particularly

important for students who were taking courses in STEM fields

Based on Michael J. Smith and Laura M. Smith, Review of Educational

Research, 2006. The Relationship Between Reading Ability and Academic Achievement

in First-Year. This meta-analysis of 30 studies found a significant positive relationship

between reading ability and academic achievement in first-year college students. The

meta-analysis also found that the relationship between reading ability and academic

achievement was stronger for students in STEM fields than for students in other fields.
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

According to Chimbganda (2006) This study investigated the impact of reading

skills on the academic performance of first year students at the University of Zimbabwe.

The findings showed that there was a significant relationship between reading skills and

academic performance, with students who had better read skills also achieving higher

academic results. The study found that students had a number of reading difficulties,

including poor vocabulary knowledge, difficulty understanding complex sentences, and

difficulty making inferences.

According to Li, Y., & Zhang, X. (2023). The Role of Reading Ability in College

Success for First-Year Students from Rural Areas This study examined the role of

reading ability in college success for first-year students from rural areas in China. The

researchers found that students from rural areas who had strong reading skills were

more likely to persist in college and earn a degree. The Role of Reading Ability in

College Success of First Year College Students in Indonesia by Narayani, S. (2023)

This report from the Ministry of Education and Culture of Indonesia provides an

overview of the role of reading ability in college success. The report highlights the

importance of reading comprehension for success in a variety of college courses, and it

provides recommendations for how to improve reading skills. These studies suggest

that there is a significant difference in the reading abilities of first-year college students.

Students with poor reading skills are more likely to have lower academic performance.

There are a number of factors that can contribute to poor reading skills, including

inadequate instruction in high school, lack of motivation to read, and learning

disabilities. There are a number of things that can be done to help students improve

their reading skills. These include providing students with explicit instruction in reading
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

comprehension strategies, providing students with opportunities to read challenging

texts, and providing students with feedback on their reading comprehension.

Review of Related Studies

According to Dominic Scholar (2023) The Impact of Reading Ability on Academic

Performance at the Primary Level. This study examined the relationship between

reading performance and mathematical performance at the elementary level. The

researchers found that there was a strong correlation between the two, suggesting that

early reading intervention programs could benefit students in all academic areas. The

researchers found that students with stronger reading skills were more likely to achieve

higher scores on mathematics tests. This is because reading comprehension is

essential for understanding mathematical concepts and problem-solving. Students who

struggle to read are at a disadvantage in mathematics, as they may not be able to

understand the instructions or the problems that they are being asked to solve. The

researchers also found that reading ability was more strongly correlated with

mathematics performance

than other factors, such as socioeconomic status or parental education. This suggests

that reading intervention programs could be a particularly effective way to improve the

mathematical performance of struggling students.

The Reading Teacher (2022): Impact of Reading Ability on Academic

Performance at the University Level. This study examined the impact of reading ability
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

on academic performance at the university level. The researchers found that students

with strong reading skills were more likely to achieve higher grades and graduate on

time. The researchers found that students with strong reading skills were more likely to

understand the material that they were learning in their courses. This is because

reading comprehension is essential for understanding complex concepts and for making

connections between different pieces of information. The researchers also found that

students with strong reading skills were more likely to be engaged in their coursework.

This is because reading comprehension allows students to participate in class

discussions, to complete assignments, and to take exams.

Based on the National Reading Conference (2017) The Importance of Reading

Comprehension for College Students. This report from the National Reading

Conference provides an overview of the importance of reading comprehension for

college students. The report highlights the challenges that college students face in

reading complex texts, and it provides recommendations for how to improve reading

skills.

According to Baker, L., and Wigfield, A. (1999): The Relationship Between

Reading Comprehension and Academic Achievement Among First-Year College

Students. This study investigated the relationship between reading comprehension and

academic achievement among first-year college students. The researchers found that

reading comprehension was a significant predictor of academic achievement, even after

controlling for other factors such as prior academic achievement, motivation, and

interest in reading. The researchers concluded that reading comprehension is an

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

important skill for first-year college students, and that interventions to improve reading

comprehension could have a positive impact on academic achievement.

Abdelhalim, S. M. (2017): The Effect of Reading Comprehension on Academic

Performance Among First-Year College Students. This study investigated the effect of

reading comprehension on academic performance among first-year college students in

Saudi Arabia. The researchers found that reading comprehension had a significant

positive impact on academic performance, even after controlling for other factors such

as gender, age, and prior academic achievement. The researchers concluded that

reading comprehension is an important skill for first-year college students in Saudi

Arabia, and that interventions to improve reading comprehension could have a positive

impact on academic performance.

Synthesis of the State-of-the-Art

All the articles and studies collected in this part are similar and related to the

present study as they all dealt with the concerns with the significant difference of

reading abilities of first year college student at Fernandez College of Art and

Technology relationship to academic performance. These insights gathered from

previous writings and studies reviewed are found to be related and helpful to the

present study. They accounted for the inputs, similarities and differences. Several

foreign and local literature and studies were reviewed that focus on this study. The

ability to read is an essential skill for students to master because information is

presented in text throughout the world. Web sites, books, magazines, and newspapers,
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

while sometimes including pictures for visual reference, utilize print to share information

with the reader. Students need practice reading in order to develop their phonemic

awareness, phonics, fluency, vocabulary, and comprehension. The mastery of these

skills will grant them access to increasingly complex knowledge in other academic

subject areas. it was noted that first-year college students who faced challenges with

reading abilities experienced difficulties in grasping course materials, participating in

classroom discussions, and completing assignments effectively. These struggles often

led to lower grades and increased dropout rates among this population. A First-year

college students who struggle with reading abilities often face difficulties in grasping

course materials, participating in classroom discussions, and completing assignments

effectively, leading to lower grades and increased dropout rates.

Gap to be Bridged the study

Although there were studies conducted which focuses in reading abilities to the

academic performance of first year college students and programs of the DepEd, no

other found out on the significant difference of reading abilities of first year college

student at Fernandez College of Art and Technology relationship to academic

performance.
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

References

Eagan, M. M., Garcia, P. A., & Short, S. E. (2000). The relationship between
reading
comprehension and academic achievement in first-year college students. Journal
of College Reading and
Learning, 31(1), 20-32.
The Role of Reading Ability in College Success for First-Year Students from
Rural Areas** by Li, Y., & Zhang, X. (2023). *Educational Review*, 75(1), 1-16.
Greene, J. A., & Donovan, L. M. (2004). The impact of reading skills on first-year
college students’ academic performance. Journal of Reading Psychology, 25(4), 323
344.
References: Smith, M. J., & Smith, L. M. (2006). The relationship between
reading ability and academic
achievement in first-year college students: A meta-analysis. Review of
Educational Research, 76(1), 44- 88.
Chimbganda, E. (2006). Reading abilities of first-year university students in
Zimbabwe. The Journal of Research in Reading, 29(3), 245-261.
The Role of Reading Ability in College Success for First-Year Students
from Rural Areas** by Li, Y., & Zhang, X. (2023). *Educational Review*, 75(1), 1-16.

Reference: Scholar, D. (2023). The impact of reading ability on academic

performance at the primary
level. Reading Research Quarterly, 58(1), 1-15.
The Reading Teacher. (2022). Impact of reading ability on academic
performance at the university level. The Reading Teacher, 75(6), 728-735.
National Council of Teachers of Mathematics. (2021). The relationship between
reading comprehension and academic achievement in mathematics. Mathematics
Teaching in the Middle School, 26(6), 380-385.
Abdelhalim, S. M. (2017): The Effect of Reading Comprehension on Academic
Performance Among First-Year College Students.
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

Definition of term:

Reading Comprehension

Reading comprehension was the act of understanding what you were reading.

While the definition can be simply stated the act was not simple to teach, learn or

practice. Reading comprehension was an intentional, active, interactive process that

occurs before, during and after a person reads a particular piece of writing. People read

for many reasons but understanding is always a part of their purpose.

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

CHAPTER 3

METHODS, PROCEDURES AND SOURCES OF DATA

This chapter presents the research methods, procedures and the research

instrument that will be used by the researcher in order to answer the specific problem

based on the reading abilities of the student and the relationship to their academic

performance. Specifically, the research method, population and samples, research

instruments, data gathering procedure, and statistical treatment of the data used for the

data analysis and interpretation were explained in this chapter.

Research Design

The researcher conducted a quantitative research design to interpret the

significant difference of reading abilities of the first-year college student at Fernandez

College of Arts and Technology and Relationship to Academic Performance. This study

used a quantitative approach to gather and analyze information from the first-year

college student.

To validate the student’s profile, the study used the descriptive method of

research utilizing questionnaire for collection or gathered data.

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Locale of the Study

Figure 2. Locale of Study

This study was conducted at Fernandez College of Arts and Technology

specifically in the “Main Campus Building, located on Gil Carlos St, Baliuag, Bulacan.

As the study location is significant for several reasons. Firstly, this institution represents

a typical first-year college environment, making it an appropriate setting for our

research. Additionally, the researchers have had the opportunity to conduct this study at

this location, facilitating data collection and access to participants. Through this

consistent presence, it enhances the researchers' ability to gather data, observe trends,

and gain insights into how reading abilities might influence academic achievement

among first-year college students at Fernandez College of Arts and Technology.

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Respondent of the Study

The respondent of the study are the first-year college students at Fernandez

College of Arts and Technology for A.Y. 2022-2023. The total respondents ____

students for this study. These respondents are the ones who are knowledgeable

enough to answer the problems posed in the preset study. They will answer the

questionnaire which supplies the information that the researchers need.

Sampling Procedure

Describe in terms their population, sample size of the respondents.

Table 1.1 Distribution of the Respondents

COURSE Population Sample Size

BSE 6
BEED 11

Research Instruments

Method of Collecting Data

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Sources of Data

Data Processing and Statistical Treatment

The statistical treatment applied to use the data accurately. In this study, it is

used to analyze, interpret and tabulate the data collected.

Table 1.2 Descriptive Measures of the Study

SPECIFIC QUESTION STATISTICAL TOOL

1. What is the demographic profile of the

respondents in terms of;
1.1. Age,
1.2. Gender,
1.3. Marital Status,
1.4. Course distribution, Percentage
1.5. Language spoken.
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

2. How may the reading abilities of the

respondents be measured in terms of;
2.1. Reading comprehension
2.2. Reading vocabulary

3. How may the academic performance

of the respondents be measured in
terms of;
3.1. Grades from 1st to 2nd Semester
(GWA)

4. Is there a significant difference of

reading abilities of first year college at
FCAT and relationship to academic Pearson Product Moment Correlation
performance?

Procedure of testing the Data

The following steps were followed in treating the data of the study.

Statistical Treatment

Formula used by the gathered data.

1. Profile of the students

2. Reading abilities

3. Academic performance
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

4. Is there a significant difference of reading abilities of first year college students at

FCAT and relationship to academic performance?

Ethical Consideration

To protect the research

participant’s interests, Fernandez College of Arts and Technology (FCAT) has

implemented specific ethical considerations in the determination and implementation of

any thesis and dissertation. Thus, researchers must obtain institutional clearances and

permission from FCAT’s Ethical Research Form 04.

 The respondent’s dignity and well-being shall be safeguarded. They won’t be

harmed in any way or forced into an uncomfortable situation.

 The researcher will secure informed permission that contains the essential

information mentioned in the paper’s earlier sections. Additionally, they will be

made aware that participation in the study is entirely voluntary, preventing any

coercion or deception.

 The research data will abide by the Data Act and be kept private during the

study.

 The respondents will also be informed that their names will not appear in the final

thesis.

Results
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Correlation Matrix

Correlation Matrix
Academic Performance Reading Ability Score

Academic Performance Pearson's r —

p-value —
95% CI Upper —
95% CI Lower —
N —
Reading Ability Score Pearson's r 0.823 —
p-value < .001 —
95% CI Upper 0.915 —
95% CI Lower 0.649 —
N 28 —
____________________________________________________________________________

Plot

Academic Performance Reading Ability Score

Reading Ability Score

Academic Performance

References:
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

[1] The jamovi project (2022). jamovi. (Version 2.3) [Computer Software]. Retrieved fr

https://www.jamovi.org.

[2] R Core Team (2021). R: A Language and environment for statistical computing. (Version 4.1) [Computer

software]. Retrieved

from https://cran.r-project.org. (R packages retrieved from MRAN snapshot 2022-01-01).

Results

Independent Samples T-Test

Independent Samples T-Test

Statistic df P Mean difference SE

difference

Reading Score Student's t 1.13 26.0 0.267 3.43 3.02

____________________________________________________________________________

Note. Ha μ 1 ≠ μ 2

Plot

Reading Score

Chapter 4
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

Presentation, Analysis and Interpretation of Data

This chapter present the data collected from the study, analyzes the data and
interpret the findings. Furthermore, the data is presented in graphs and tables to
comprehensively explain the result of the study.

Profile of the Respondents

The profile of students’ respondents includes their age, gender, marital status,
course, language spoken, GWA 1st and 2nd semester, and their reading abilities such as
reading comprehension and reading vocabulary scores that is being gathered through
the questionnaire. A total of 28 students’ respondents from Fernandez College of Arts
and Technology were surveyed as respondents.

Age of the Learner Respondents

Figure 1: Age distribution among the respondents

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

The data reveals that the majority of the respondents are between 19 to 22 years
old, indicating that the survey’s is primarily composed of young adults, likely college
students.

AGE LEGEND FREQUENCY PERCENTAGE

15 or younger 1 0 0%
17 to 18 2 4 14%
19 to 20 3 10 36%
21 to 22 4 6 21%
23 to 24 5 5 18%
25 or older 6 3 11%
TOTAL 28 100%

The majority of respondents (36%) were in the 19 to 20 age group, followed by

the 21 to 22 age group (21%), 23 to 24 (18%), 17 to 18 age group (14%), 25 or older
(11%) and 0 (0%) for the 15 or younger. This suggests that the survey population is
relatively young, with most respondents being either college students or recent
graduates.

The age distribution of the respondents is relatively even, with the largest group
being 19-20 years old. This is likely due to the fact that the survey was conducted
among students, who are typically in this age range. The smallest group is 25 or older
(11%), which may be due to the fact that older students are more likely to be employed
or have other commitments that prevent them from participating in surveys.

Overall, the age distribution suggests that the respondents are a representative sample
of the target population, which is the first-year students.

Gender of the Learner Respondents

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

Figure 2: Pie chart illustrating the gender distribution of the respondents.

The gender distribution of the respondents is fairly balanced, with slightly more
females (16 respondents) participating in the survey compared to males (12
respondents).
This balanced gender distribution suggests that the survey sample represents both
male and female perspectives, making the data inclusive and reflective of both genders.

GENDE This is not uncommon in surveys of students,

FREQUENCY PERCENTAGE
R as females are more likely to participate in
MALE 12 43% surveys than males. Furthermore, this could be
due to a number of factors, such as the fact
FEMALE 16 57%
that more women are enrolled in college than
TOTAL 28 100%
men, or that women are more likely to
participate in surveys. The survey population was slightly majority female (57%) over
male (43%). This balance indicates a fair representation of both genders in the survey
data.

Marital Status of the Learner Respondents

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

Figure 3: bar chart displaying the marital status of the respondents.

The marital status distribution highlights that the vast majority of respondents are
single (27 respondents), with only one respondent being married. There are no
respondents who reported being separated. This data indicates that the surveyed
population is predominantly composed of single individuals, which may be related to the
age distribution, as younger individuals are less likely to be married. The absence of
respondents who are separated suggests a relatively stable demographic.

MARITAL STATUS FREQUENCY PERCENTAGE

SINGLE 27 96.40%
MARRIED 1 3.60%

SEPARATED 0 0%

TOTAL 28 100%

The vast majority of respondents (96.4%) were single and only 1 (3.60%) married
respondent. This is to be expected, as the majority of students are single. There is only
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

one married respondent, and no separated respondents. This suggests that the survey
primarily involves individuals who are not married or in any formal separation.

Course of the Learner Respondents

Figure 4: Pie chart representing the distribution of courses among the respondents.

The course distribution shows an equal number of respondents in the Bachelor of

Secondary Education (BSE) and a Bachelor of Elementary Education (BEED)
programs, with 14 respondents each. This indicates that the survey sample has
successfully captured responses from both these educational backgrounds.
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

COURSE FREQUENCY PERCENTAGE

BSE 14 50%

BEED 14 50%

TOTAL 28 100%

The two most popular courses among respondents were BSE (Bachelor of
Science in Education) and BEED (Bachelor of Elementary Education), both of which are
teacher education programs, and has the same percentage of (50%). This suggests that
a significant portion of the survey population is interested in pursuing a career in
teaching. This suggests that the survey captured a representative sample of students
from both programs.

Language Spoken of the Learner Respondents

Figure 5: Bar chart showing the languages spoken by the respondents.

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

The language spoken distribution reveals that the majority of respondents (24)
speak Tagalog, with only one respondent indicating English as their spoken language.
Additionally, three respondents reported speaking other languages. The prevalence of
Tagalog speakers among the respondents reflects the local language and culture. The
limited number of English speakers suggests that English may not be the primary
language for communication within this group. The presence of respondents who speak
other languages adds diversity to the survey sample.

Based from the gathered data provides valuable insights into the demographic
characteristics of the respondents, enabling a better understanding of the survey's
target population. These insights can help tailor future research, programs, or initiatives
to the needs and preferences of this specific group.

COURSE FREQUENCY PERCENTAGE

TAGALOG 24 85.70%

ENGLISH 1 3.60%

OTHER LANGUAGE 3 10.70%

TOTAL 28 100%

The majority of respondents speak Tagalog, which represents 85.71% of the

sample. English speakers constitute only 3.57%, and there are 10.71% who speak other
languages.
The survey is likely aimed at a primarily Tagalog-speaking audience. The inclusion of
only a few English speakers and other language speakers implies that the results may
not be representative of a more diverse linguistic audience. Therefore, Tagalog is the
most spoken language among the respondents. This is not surprising, as Tagalog is the
national language of the Philippines. There is only one respondent who speaks English
as their primary language.
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

Overall Analysis and Interpretation

The overall analysis and interpretation of the survey data suggests that the majority of
respondents are college students in their late teens and early twenties. They are mostly
single and speak Tagalog as their primary language. There is a perfect balance
between BSE and BEED students among the respondents.

In summary, the data provides insights into the demographic characteristics of the
respondents. The majority of respondents are female, single, and speak Tagalog as
their primary language. Additionally, there is an even distribution between BSE and
BEED courses, and the most significant age group is 19 to 20 years old.

Histogram: GWA (1 Semester) of the learner respondents.

st
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

Figure 6: histogram depicting the distribution of reading comprehension scores in the 1 st

semester.

Based on the graph,

LEGEND
1.00 96 to 100
1.25 90 to 95
1.50 86 to 89
1.75 80 to 85
2.00 76 to 79
2.25 71 to 75

Histogram: GWA (2 Semester) of the learner respondents.

nnd
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

Figure 7: Histogram displaying the distribution of reading comprehension scores in the

2nd semester.

LEGEND
1.00 96 to 100
1.25 90 to 95
1.50 86 to 89
1.75 80 to 85
2.00 76 to 79
2.25 71 to 75

QUESTIONNAIRE

One Thousand and One Night

PIE CHART: Reading Comprehension

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

Figure 9: Pie chart showing the distribution of reading comprehension scores.

NO. FREQUENCY PERCENTAGE

10 5 17%
9 8 28%
8 6 21%
7 6 21%
6 3 10%
5 1 3%
4 0 0
3 0 0
2 0 0
1 0 0
TOTAL 28 100%

QUESTIONNAIRE

Beowulf

PIE CHART: Reading Vocabulary

Figure 8: pie chart showing the distribution of reading vocabulary scores.

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

NO. FREQUENCY PERCENTAGE

10 9 32.14%
9 5 18%
8 5 18%
7 0 0
6 0 0
5 3 11%
4 2 7%
3 1 3%
2 1 4%
1 2 7%
TOTAL 28 100%

Bar Chart: Grading System Distribution (1 and 2 semester)

st nd

Figure 9: Bar chart showing the distribution of grades among the respondents based on
the provided grading system.
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

REFERENCES

https://www.researchgate.net/figure/Pie-Chart-Showing-the-Distribution-of-
Respondents-by-Age-Group-Figure-3-shows-that_fig2_341763764

https://www.researchgate.net/figure/Pie-chart-showing-percentage-distribution-of-
gender-in-survey-participants-40-blue-of_fig1_350607348

https://www.researchgate.net/figure/The-bar-chart-showing-the-marital-status-among-
the-participants-Comments-134-876-of_fig2_328932493

https://www.researchgate.net/figure/Pie-Chart-of-percentages-of-student-participants-
by-college_fig1_262638186
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

https://www.researchgate.net/figure/Bar-chart-of-language-used-for-communication-by-
visitors-at-the-park_fig2_329449639

https://www.researchgate.net/figure/Histogram-of-the-Distribution-of-Scores-from-the-
Reading-Comprehension-Test_fig1_291388440

https://www.researchgate.net/figure/Histogram-of-the-Distribution-of-Scores-from-the-
Reading-Comprehension-Test_fig1_291388440

https://www.researchgate.net/figure/Pie-Chart-of-percentages-of-student-participants-
by-college_fig1_262638186

https://howtodoielts.com/ielts-task-1-bar-charts-graphs/
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion drawn from the
findings and recommendations of the researchers.

Summary of the Findings

Profile of the Students’ Respondents

Conclusion
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

Recommendations

BIBLIOGRAPHY

In a ALPHABETICAL ARRANGEMENT.
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

QUESTIONNAIRE

Part #1

1. Which category below includes your age?

15 or younger 20-21

16-17 22-23

18-19 24 or older

2. What is your gender?

Female Male

Note that the last question requires a text box for the respondent to self-identify.

3. Are you now married, Single or separated?

Married Single Separated

4. Education/ course

BEED BSED

5. What language do you mainly speak at home?

English Tagalog

Other language

Part II. Reading Abilities

I. Reading Comprehension

Direction: Read the passage and answer the questions that follow. Choose the correct

option (A, B, C, or D) for each question.

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

One Thousand and One nights

One Thousand and One Nights, also known as Arabian Nights, is a captivating

collection of Middle Eastern folk tales and stories. The tales are framed within a larger

narrative of a Persian king named Shahryar, who discovers his wife’s infidelity and

subsequently marries a new bride each night only to have her executed the following

morning. Scheherazade, the daughter of the kingdom’s vizier, devises a plan to save

herself and other women from this grim fate. She begins telling the king a story each

night but deliberately leaves it unfinished, compelling him to keep her alive to hear the

ending. Thus, night after night, Scheherazade weaves enchanting tales of adventure,

magic, romance, and wit.

The stories within One Thousand and One Nights encompass a wide range of

genres, from fairy tales to fables, epic adventures to moral parables. They transport

readers to a world of mystical landscapes, bustling marketplaces, and extravagant

palaces. These tales feature an array of unforgettable characters, such as clever

thieves, powerful sultans, beautiful princesses, and cunning witches. Through their

exploits, readers explore themes of love, loyalty, betrayal, wisdom, and the

consequences of one’s choices.

One Thousand and One Nights has had a profound influence on world literature.

Its tales have been retold, adapted, and translated into numerous languages across the

globe. The collection has inspired countless works of art, music, and film, and its
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

enduring popularity stems from its ability to captivate audiences with its imaginative

storytelling and timeless themes.

Questions:

_______1. Who is the main storyteller in One Thousand and One Nights?

a. Shahryar

b. Scheherazade

c. The vizier

d. The queen

_______2. Why does Scheherazade tell stories to the king?

a. To entertain him

b. To educate him

c. To save her life

d. To become the queen

_______3. What fate awaits the king’s brides after their wedding night?

a. They are sent back to their families.

b. They are imprisoned in the palace.

c. They are executed.

d. They become slaves in the kingdom.

_______4. What is the setting of the tales in One Thousand and One Nights?

a. Ancient Rome

b. Medieval Europe
FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

c. Middle Eastern kingdoms

d. Far East countries

_______5. Which of the following is NOT a genre represented in the stories?

a. Fairy tales

b. Fables

c. Mystery novels

d. Epic adventures

_______6. What is one of the main motives behind Scheherazade’s storytelling?

a. Revenge against the king

b. To gain power and wealth

c. To entertain the king

d. To educate the king

_______7. What kind of characters can be found in the tales of One Thousand and One

Nights?

a. Talking animals

b. Modern-day teenagers

c. Space explorers

d. Football players

_______8. What themes do the stories explore?

a. Love, loyalty, and betrayal

b. Science and technology advancements

c. Politics and world history

d. Sports and athleticism

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

_______9. What is one of the cultural impacts of One Thousand and One Nights?

a. It inspired various adaptations and translations.

b. It caused controversy and was banned in many countries.

c. It influenced the fashion industry.

d. It created new languages.

_______10. What makes One Thousand and One Nights popular?

a. Its historical accuracy

b. Its focus on contemporary issues

c. Its imaginative storytelling and timeless themes

d. Its connection to a specific religious tradition

II. Reading Vocabulary

Direction: Read the passage and answer the questions that follow. Choose the correct

option (A, B, C, or D) for each question.

BEOWULF

In a land of ancient tales and warriors bold, there lived a hero known as Beowulf.

He hailed from a distant land, across the sea, where legends were forged and men

were tested in the crucible of battle. Beowulf, a man of immense strength and valor,

embarked on a perilous journey to rid the kingdom of Hrothgar from the scourge of the

fearsome monster, Grendel.

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

With his trusted band of loyal warriors, Beowulf arrived at the mead-hall, a grand

structure built with towering timbers. The flickering torches cast eerie shadows on the

stone walls, while the echoes of ancient songs resonated through the air. As night fell,

the hall transformed into a realm of anticipation and trepidation, awaiting the arrival of

the beast.

Grendel, a creature of immense power and darkness, descended upon the

mead-hall, its gnarled claws and fiendish fangs ready to claim its next victims. But

Beowulf, undeterred and resolute, confronted the monstrous foe. Their clash echoed

through the hall, each blow reverberating like thunder. With a mighty heave, Beowulf

grappled Grendel, unleashing a strength fueled by the fire of vengeance.

Questions:

_______1. What does the word "valor" mean in the passage?

a. Courage and bravery

b. Fear and cowardice

c. Intelligence and wisdom

d. Weakness and feebleness

_______2. Which phrase best describes Grendel's appearance?

a. Enchanting and mesmerizing

b. Hideous and monstrous

c. Graceful and elegant

d. Innocent and naïve

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

_______3. What was the purpose of Beowulf's journey?

a. To find a lost treasure

b. To rescue a kidnapped princess

c. To defeat the monster Grendel

d. To establish a new kingdom

_______4. How does the mead-hall atmosphere change at night?

a. It becomes peaceful and serene

b. It turns into a realm of anticipation and trepidation

c. It becomes a place of revelry and celebration

d. It becomes haunted by ghosts and spirits

_______5. What do the "towering timbers" refer to in the passage?

a. tall mountains surrounding the mead-hall

b. large trees used to construct the mead-hall

c. The swords and weapons carried by Beowulf's warriors

d. The flags and banners adorning the mead-hall walls

_______6. How does the clash between Beowulf and Grendel sound?

a. Soft and gentle

b. Silence and stillness

c. Resounding like thunder

d. Peaceful and calm

FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

_______7. What fueled Beowulf's strength in the battle against Grendel?

a. Fear and desperation

b. Vengeance and hatred

c. Love and compassion

d. Surrender and submission

_______8. What is the meaning of the word "reverberating" in the passage?

a. Diminishing and fading away

b. Repeating and echoing

c. Crying and wailing

d. Colliding and crashing

_______9. Which word best describes Beowulf's attitude towards Grendel?

a. Indifferent and apathetic

b. Fearful and hesitant

c. Determined and resolute

d. Pitying and compassionate

_______10. What is the purpose of the "flickering torches" in the mead-hall?

a. To light up the surroundings and provide warmth

b. To guide travelers through the dark halls

c. To create an eerie atmosphere

d. To ward off evil spirits and monsters