The Relationship Between Self-Motivation and Reading Comprehension Among

Grade 12 Students in Talisay City National High School

A Research Proposal for Practical Research 2

Submitted to Talisay City National High School
Senior High School Department

Edrian Roi B. Holoyohoy

Rayven Stein M. Maneja
Charlie Mae J. Empis
Marielle C. Seguerra
Marjun S. Flores

January 2024

Chapter 4
 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the level of self-motivation, level of reading comprehension

and the relationship between them.

Level of Self-Motivation

Table 1

Level of Self-Motivation as to:

Autonomy M SD Interpretation
I feel empowered to choose the books that I read 3.99 0.05 Strongly agree
based on my personal interest andpreferences
I am satisfied with the ability to explore various 3.99 0.05 Strongly agree
genres and authors based on my personal interests
and preferences.

I decide whether to finish a book or abandon it. 3.99 0.05 Strongly agree
if it doesn't capture my interest
Average Mean 3.99 Strongy agree

Competence M SD Interpretation

I am proficient in identifying the main ideas and 4.00 0.05 Strongly agree
supporting details in a text.

I am skilled at making inferences and drawing. 4.00 0.05 Strongly agree

conclusions from reading materials.

I am confident in my ability to comprehend complex texts. 4.00 0.05 Strongly agree

I can analyze and interpret information from reading materials 3.99 0.05 Strongly agree
Average Mean

Relatedness M SD Interpretation

I feel a sense of connection and share experiences with other. 3.99. 0.05 Strongly agree
readers when discussing books or recommending titles.

I feel a sense of belonging and connection to a larger community. 3.99. 0.05 Strongly agree
of readers who share my passion for books.

I feel a sense of connection and relatedness to the characters in the. 4.00. 0.05 Strongly agree
books I read.
Average Mean 3.4.

Table 1 represent the descriptive data

Table 2

Level of Reading Comprehension

Reading Comprehension. M SD Interpretation

I discuss the content of my readings with peers or 3.99 0.05 Strongly agree
teachers to enhance my understanding.

I actively seek out a quiet and comfortable space to read 4.00 0.05 Strongly agree
for academic purposes.

I believe discussing what I read with friends or teachers 3.99 0.05 Strongly agree
contributes to better comprehension.

I believe finding a quiet and comfortable space to read 3.99 0.05 Strongly agree
positively impact my comprehension.

I believe that my vocabulary skills significantly contribute 3.99 0.05 Strongly agree
to my reading comprehension.

I understand the main ideas of the texts I read 3.99 0.05 Strongly agree

I can make connections between different parts of a text 3.99 0.05 Strongly agree

I am able to infer information from the text 3.99 0.05 Strongly agree

I can summarize the key points of what I have read 3.98 0.05 Strongly agree

I feel confident in my ability to comprehend complex texts 3.98 0.05 Strongly agree
Average Mean

The table 2 shows the level of reading comprehension among grade 12 students
Relationship between Self-Motivation and Reading Comprehension

This presents the relationship between self-motivation and reading comprehension.

Person r corellation was used to determine weather the two variables are correlated.

Table 3
Coefficient Correlation Between Self-Motivation and Reading Comprehension

Level of
P Significance
Variables r values Interpretation a=.01 Decision
Self-Motivation Weak positive statistically Reject
Reading Comprehension 10.76 1.22 correlation significant Ho
r (degree of freedom) = the r statistic, p = p value: r (108)

= 10.76, p < .01

 Appendix D. Researcher’s Profile

Marielle C. Seguerra
19 years old
Talisay City National High School

Through out the study