Professional Documents
Culture Documents
2008 2009
Research Paper Presented to the Faculty of Aquinas University High School Department
In
ARNEDO, Paolo Gerardo B. AZORES, Mae Diane M. BAARES, Mark Allen L. BARNUEVO, Princess P. ESTRELLA, Zyra Gail A. MA-ALAT, Pauline Bianca B. MANZANADES, Ysabella Nicole R. YU, Michael Bryan L. IV - NEWTON
Mrs. Helen
M.
Research
March, 2009
APPROVAL SHEET
This study entitled READING STUDENTS DEPARTMENT OF AQUINAS S.Y. 2008 UNIVERSITY 2009
MATERIAL OF
PREFERENCES HIGH
OF
THE
LEGAZPI and
SCHOOL by
prepared
accomplished
ARNEDO, Paolo Gerardo B., AZORES, Mae Diane M., BAARES, Mark Allen L., BARNUEVO, Princess P., ESTRELLA, Zyra Gail A., MAALAT, Pauline Bianca B., MANZANADES, Ysabella Nicole R., and
YU, Michael Bryan L. in partial fulfillment of the requirements for the school year 2008-2009, has been examined and hereby
approved.
Research Committee
LORILE
L. Member
PALIZA, MAEd.
RUBEN
B.
ii
CERTIFICATION
research THE
study STUDENTS
entitled OF
READING
MATERIAL OF
AQUINAS
UNIVERSITY
SCHOOL
DEPARTMENT
accomplished by ARNEDO, Paolo Gerardo B., AZORES, Mae Diane M., BAARES, Mark Allen L., BARNUEVO, Princess P., ESTRELLA, Zyra Gail A., MA-ALAT, Pauline Bianca B., MANZANADES, Ysabella
and YU, Michael Bryan L. in partial fulfillment of for the school year 2008-2009, has been
requirements
HAZEL
C.
ASEJO
Editor
iii
gratitude to the following persons for the generosity they have rendered in making this study possible: To Mrs. Helen Llanera, the Social Research teacher, for her consideration, suggestions fortitude, gave unwavering support, to the guidance researchers and to
which
determination
pursue this study; To the panelists, for giving suggestions and comments for the improvement of this study; To their parents, for giving them financial and moral
support in the completion of this study. Also for their unending love and encouragement that inspired the researchers to make this study a reality; To their classmates and friends, for being so supportive and inspiring as they moved on amidst difficulties in
accomplishing this study; Above all, to Almighty God, for giving us enlightenment and for the incessant bestowing of knowledge to them. We give Him thanks for the strength He has given us in putting this study into its final shape. The Researchers
iv
ABSTRACT ARNEDO, Paolo Gerardo B. AZORES, Mae Diane M. BAARES, Mark Allen L. BARNUEVO, Princess P. ESTRELLA, Zyra Gail A. MA-ALAT, Pauline Bianca B. MANZANADES, Ysabella YU, Michael Bryan L. Nicole R. Reading Material Preferences of Legazpi
of the Students of Aquinas University High School Department S.Y. 2008 2009
is
part
of on
mans
living. It they
influences and
opinions
encounter
perception open
people. These
curiosity Material of
Preferences High
Students
University
Legazpi
Department
2008 2009. This study specifically sought answers to following questions: the 1. What type of of to of in reading Legazpi materials High
students of Aquinas
University prefer
students Department
University specific
Legazpi of
School
types
reading
interventions may be
The the
reading type
material of
preference
is
only
limited
to
printed
purposes in
socialization and self entertainment). The solely High in students School the Arts. and of Aquinas University from of the
Science Program
the
students
Since
people in many ways. Thus, this study aimed to benefit people and entities. Specifically, this study intended to help the
students, parents, teachers, librarians, school administrators, schools, bookstores, DepEd and the future researchers.
Maslow's hierarchy of needs explains the motivation of people to choose. The students are being motivated to choose a specific reading material that will satisfy their needs. By
fulfilling the basic needs, the students will be able to choose what really is their preferred reading material. By choosing their preference, they will also be guided as to their purpose in using these reading materials. The survey researchers design. The made respondents vi use of of the the study descriptive were from the
to
fourth
year
students
of
Aquinas
University
of
High
School
sample
was
computed of
information
the which
study the
researchers
given in tallying every answer to the questionnaire. Tallied entries were properly analyzed. Frequency count and percentage were also used to analyze the data gathered. After researchers gathering concluded and that analyzing the needed data, the and
Magazines/Serials/Periodicals
school
students in Aquinas University of Legazpi. Based on the results, the main purpose of high school students of Aquinas University of Legazpi High School Department S.Y. 2008 2009 in using a certain reading material is for socialization specifically for gaining more friends. Their preference and purpose in using a reading material for high school students differ per year level because their choices were affected and gender. by their age differences
vii
TABLE OF CONTENTS TITLE PAGE APPROVAL SHEET CERTIFICATION OF EDITOR ACKNOWLEDGEMENT ABSTRACT TABLE OF CONTENTS LIST OF TABLE LIST OF FIGURES i ii iii iv v viii x xii
CHAPTER I THE PROBLEM Introduction Statement of the Problem Scope and Limitations Significance of the Study 1 3 4 5
CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES Related Literature Related Studies Theoretical Framework Conceptual Framework Definition of Terms 7 11 14 18 20
viii
CHAPTER III METHODOLOGY Research Design Population of the Study Sources of Data Research Instrument Data Gathering Procedure Statistical Treatment 21 22 22 23 23 24
CHAPTER IV READING MATERIAL PREFERENCES OF THE STUDENTS OF AQUINAS UNIVERSITY OF LEGAZPI HIGH SCHOOL DEPARTMENT S.Y. 2008 2009 CHAPTER V SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary of the Study Findings Conclusions Recommendations APPENDIX A APPENDIX B BIBLIOGRAPHY CURRICULUM VITAE
26
44 46 46 47 49 50 52 53
ix
LIST OF TABLE Table 1.0 Reading The High Table 1.1 Aquinas Material Year Preferences Students of of S.Y. 2008 2009 Of 28 Of 27
First School
University
Legazpi
Department
Material Year
Preferences Students of of
Second School
University
Department
Table 1.2
Material Year
Preferences Students of of
Third School
University
Department
Table 1.3
Material Year
Preferences Students of of
Fourth School
University
Department
Table 1.4
Material
Preferences of
Students From First to Fourth Year of University Legazpi S.Y. 2008 2009 School Department
Table 2.0
Main Purpose of First Year High School Students of High School Aquinas University of Legazpi 35 Department x S.Y. 2008 2009
Table 2.1
Main Purpose of Second Year High School Students of High School Aquinas University of Legazpi 37 Department S.Y. 2008 2009
in Using a Specific Reading Material Table 2.2 Main Purpose of Third Year High School Students of High School Aquinas University of Legazpi 38 Department S.Y. 2008 2009
in Using a Specific Reading Material Table 2.3 Main Purpose of Fourth Year High School Students of High School Aquinas University of Legazpi 40 Department S.Y. 2008 2009
in Using a Specific Reading Material Table 2.4 Main Purpose of the Students of Aquinas University Department of Legazpi High School 41 S.Y. 2008 2009 in Using a
xi
LIST OF FIGURES
17 19
xii
CHAPTER
THE PROBLEM AND ITS SETTING Introduction Researchers have studied students reading interests and preferences using a variety of methods (surveys, interviews, and reading logs), and have asked similar questions to students from preschool through adolescence. Practicing professionals (public children's librarians, daycare workers, teachers, etc.) are also able to provide topics that interest boys or girls based on their daily interactions with these young people, and they have developed students an understanding of the there age and gender is no trends in
reading.
However,
still
definitive
understanding of what students prefer to read and when these preferences develop. Each student develops unique interests, and any attempt to track trends runs the risk of trivializing these individual differences. Different research methods may also
account for different research results. Nowadays, reading tools of the in the modern of has been one of the important aspect as also in an an many
affects and
every serves is
development in way to
character
shaping for
access
information
materials
novels,
provides
information and
some read
entertainment, for
communication give
socialization. and on
materials it
people with
supplies
them
issues to
and
Brian
students of methods
interests such as
through
surveys, interviews,
reading
from preschool through adolescence. He concluded that there is still no definitive understanding of what students prefer to read and when and how these preferences develop. The at an early students,
to follow trends runs the threat of trivializing each person differences. Spangler (1983) clarified the distinction between reading interests and reading preferences. Preference studies are those that look at students expressed attitudes toward reading, and they indicate what they might studies, on read the if given the
opportunity. Reading
interest
other
hand,
3 examine actual reading behaviors of students by analyzing the books they have indeed read. Reading influences encounter is part opinions on effects to the their of mans on everyday living. It issues dealing and they with led
their and
different in
curiosity Reading
researchers of
Material of
Aquinas
University
School
Department
Statement This
of
the
study of High it
preferences Legazpi
students School
Aquinas S.Y.
Department to
attempted
answer
following
type
of
reading of
do
the School
students of Department
Aquinas
University
High
prefer
2. What
are
the
main of
purposes Legazpi of
of High
the
students
of
Aquinas in using
University specific
School
Department
types
reading
materials:
4 a. for b. for c. for d. for e. for information ? communication ? entertainment ? socialization ? personal safety?
3. What
interventions of
may
be
offered
in
their
choice
or
preference
reading
materials
based
on the findings?
Scope
and This
Limitations study of the is focused of on the reading material University respondents of the Legazpi Special High were
students
Aquinas
Science Program
the
students
the
The Newspaper,
Textbooks,
Novels, Novels,
Encyclopedias, Comics/Mangas, Directories, Yearbooks, Almanacs, Atlas, Dictionary, Handbooks, and Instruction Manuals. The
purpose of using a specific reading material was only divided into five categories: for information, for communication, for self entertainment, for socialization safety. and for personal
5 Significance This people and of the Study to benefit the following group of
study
aimed
reading
materials
should
read.
Parents. With the knowledge of the results of the study, the parents of students will be able to choose for their
children the appropriate and good reading materials they will buy. Teachers. The improve results of this study will help them
in encouraging students to
read appropriate and more educational reading materials. They might also find alternative references to be used for
teaching, which their students would find enjoyable to read. Librarians. The study as to They what may librarians the also students be able will be guided to by this
prefer to
materials.
determine
School
Administrators. They
could
the schools or the process of purchasing appropriate reading materials preferred by the students.
6 Schools. This materials would be will give used as them ideas on what reading for teaching
efficient
tools
and learning. Bookstores. This purchase prefer to more use. of Education. This government educational research as their the find of study the would reading help them to produce the and
materials
students
purchasing prefer to
reading also be
materials able to
alternative
reading
Researchers. This
II AND STUDIES
LITERATURE
This studies
the to
different the
literatures
and
that
present
literatures great
importance of
fulfillment the
its
theoretical of
framework
definition Related
terms.
discover items of special interest or value. They use a variety of reading strategies to assist with decoding (to translate
symbols into sounds or visual representations of language), and comprehension. Readers may use morpheme, semantics, syntax and context clues to identify the meaning of unknown words. Readers
integrate the words they have read into their existing framework of knowledge or scheme. By knowing who and what readers really are, the
researchers were guided as to who will be their respondents. Also, the researchers were familiarized as to what strategies readers used to decode symbols.
8 Writing is a system of linguistic symbols which permit one to transmit and conserve information. Writing appears to have
developed between the 7th millennium BC and the 4th millennium BC, first in the form of early mnemonic symbols which became a system of ideograms or pictographs through simplification. The oldest known forms of writing were, thus, primarily logographic in nature. Later, syllabic and alphabetic (or segmental) writing emerged. Silk, in China, was also a base for writing. Writing was done with brushes. Many other materials were used as bases:
bone, bronze, pottery, shell, etc. In India, for example, dried palm tree leaves were used. In Mesoamerica, another type of
plant, Amate. Any material which will hold and transmit text is a candidate for books. Given this, the human body could be seen as a reading material, with tattooing, and if we consider that human memory develops and transforms with the appearance of
writing, it is perhaps not absurd to consider that this ability makes humans into living reading materials. Reading materials are also linked to the desire of humans to create lasting records. Stones could be the most ancient form of writing, but wood would be the first medium to take the guise of a reading material. The words biblos and liber first meant 9 "fibre inside of a tree. In Chinese, the character that means book is an image of a tablet of bamboo. Wooden tablets
(Rongorongo) were also made on Easter Island. By researchers materials knowing were they where reading to in the materials what type originated, the of reading
assisted use
would
was a great help since it talks about when and where materials came from.
Purpose is the cognitive awareness in cause and effect linking for achieving a goal in a given system, whether human or machine. Its most general sense is the anticipated result which guides decision making in choosing appropriate actions within a range of strategies in the process (a conceptual scheme) based on varying degrees of ambiguity about the knowledge that creates the contextualization for the action. Purpose serves to change the state of conditions in a given environment, usually to one
with a perceived better set of conditions or parameters from the previous state. This change is the motivation that serves the locus of control and goal orientation. First attested in C.1290, from early Old French porpos "aim, intention", purpose is related to porposer "to put forth" from Vulgar Latin corruption of por - "forth" (Latin pro10 "forth") and Old French poser, "to put, place". Purpose is
related to the term pose used from 1374 as to "put in a certain position," or "suggest, propose, suppose, assume," a term used in Late Latin debating (c.300c.700) from pausare "to halt,
rest, pause". This helped the researchers in knowing what purpose really is. Since this study covers the purpose of the students in using a specific type of reading material, the researchers should know how purpose is used and when and where it originated. Preference (also called "taste" or "penchant") is a
concept, used in the social sciences, particularly economics. It assumes a real or imagined "choice" between alternatives and the possibility of rank ordering of these alternatives, based on happiness, satisfaction, gratification, enjoyment, utility they provide. More generally, it can be seen as a source of
This research about preference helped out the researchers in identifying what preference is. This study is focused on the preferred researchers involved. reading should material know what of the students, are hence, the
preferences
covered
and/or
preselected categories to 844 students in grades 6 to 12 from ten schools in New York. He found that these students reported their ten favorite voluntary reading topics to be young people or teens, mysteries, humor, adventure, love, sex, movies, famous people, romances, and horror stories. Using cross-tabulation, he compared the percentages of students responding to each topic by gender, grade level, ethnicity, native language, grades, and the teacher's judgment of the students' reading abilities, social class, trends examine and (and the cultural he made exposure. While his results do not show no attempt at elaboration analysis to the
underlying
cause-and-effect
relationships),
table he provides is a "tool which enables teachers concerned with the predictive promise of reading interest studies to
increase the accuracy of their predictions about what particular group of students is apt to be interested in reading" (13).
research
about from as
the grade to
students
reading
preference
students the
researchers to use.
prefer
12 Whittemores (2001) the reading An preferences 18-survey master's paper for Kent State explored of 449 high school during sophomores English and
seniors.
was
distributed
classes
with a variety of questions pertaining to reading frequency and reading preferences. For the reading preference component,
students were asked to check as many of ten categories of novels and fourteen categories of "other reading" as they felt
pertinent to their reading. For fiction reading, these students' ranked preferences were for horror/ romance, supernatural, problems,
mystery/suspense,
adventure/action,
teenage
science fiction, sports stories, western, and historical. Ranked preferences for other kinds of reading included short stories, poems, teenage books, true sports stories,
autobiographies/biographies, and history books. Whittemores in a way of that study it is related to the the present study, reading
determines study
preferred the
materials
students. This
assisted
researchers
because also
it
involves in this
the
sophomores
and
seniors who
are
included
study.
McCarty(2003) examined the reading interests of seventh to twelfth graders in fifteen different schools by analyzing
library circulation records. A random sample of 4,814 records was selected for analysis, and the titles that circulated
13 were recorded and classified into fifteen categories. McCarty found that most of the titles fell into the general fiction category. Adventure fiction and animal fiction were next, with biography/autobiography, mystery/detective fiction, miscellany, hobbies/sports fiction, war/defense, career fiction, and the
arts following in rank order. Science, history/geography, humor, mythology/fairytales, and occupations were the least often read topics. Again, gender differences were evident: boys read more hobbies/sports fiction, adventure fiction, and war/defense
books, while girls read more in general and in the specific categories of general fiction, mystery/detective, and career
fiction. This study foregrounds the need to include the social context in which a reading study occurs. McCartys materials differences have research by stated the his what the types of but and reading gender girls they
preferred were
students
observed. In as to
different
tastes
materials
prefer
to
research of of the
helped factors
and
assisted
the
researchers in using A
students
consider
reading
materials.
research
University of Legazpi High School Department by Arjona, Jorge Philippe, et. al, researched on what type of mass media the AUL students prefer to use and their purpose in using them. It was 14 found out that the preferred mass media of the students are televisions and internet for studying and learning is the main purpose of students from AUL in using a specific type of mass media. The research done by Arjona, Jorge Philippe, et. al, is related to the current study because it includes the preference of the students. Both studies talk about the preference of the
students and their main purpose in their reading preference. Theoretical Framework
Maslow's hierarchy of needs is predetermined in order of importance. five levels: It is often depicted as a pyramid consisting of the first lower level is being associated with the top levels are termed growth
Physiological
needs,
while
needs associated with psychological needs. Deficiency needs must be met first. Once these are met, seeking to satisfy growth needs drives personal growth. The higher needs in this hierarchy only come into focus when the lower needs in the pyramid are
met. Once an individual has moved upwards to the next level, needs in the lower level will no longer be prioritized. If a lower set of needs is no longer being met, the individual will temporarily re-prioritize those needs by focusing attention on the unfulfilled needs, but will not permanently regress to the
15 lower level. For instance, a businessman at the esteem level who is diagnosed with on cancer will spend a great deal of but time will
concentrating
his
health
(physiological
needs),
continue to value his work performance (esteem needs) and will likely return to work during periods of remission. The physiological needs are shown at the top of the hierarchy because they tend to have the highest strength until they are somewhat satisfied. These are the basic human needs to sustain life itself-food, clothing, shelter. Until these basic needs are satisfied to the degree needed for the sufficient operation of the body, the majority of a persons activity will probably be at this level, and the others will provide little motivation. Once physiological needs become gratified, the safety, or
security needs become predominant. These needs are essentially the need to be free of the fear of physical danger and
deprivation of the basic physiological needs. In other words, this is a need for self-preservation. In addition to the here
and now, there is a concern for the future. Once physiological and safety needs are fairly well satisfied, social or
affiliation will emerge as dominant in the need structure. Since people are social beings, they have a need to belong and to be accepted by various groups. When social needs become dominant, a person will strive for meaningful relations with others. After 16 individuals begin to satisfy their need to belong, they
generally want to be more than just a member of their group. They then feel from the need for Once esteemesteem both needs self-esteem begin to and be
recognition
others.
adequately satisfied, the self-actualization needs become more pre potent. Self actualization is the need to maximize one's potential, whatever it may be. A musician must play music, a poet must write, a general must win battles, a professor must teach. Since be the needs act as motivation, the students will material that will
satisfy their needs. By fulfilling the basic needs, the students will be able to choose what really is their preferred reading material. By choosing their preference, they will also be guided as to what their purpose is in using these reading materials.
Motivation to Choose
17
Figure
1. Theoretical
Paradigm
18 Conceptual The present Framework paradigm on the the next reading page shows that the
study
deals on
materials of
preferences High
Aquinas
University
Legazpi
independent and
variable the
in
this
study
are are
the the
materials, reading
dependent
variable of the
reading students of
the
materials and
influence
other.
In of the
researchers using a
also specific
sought type
the of
purpose reading
material. Also, the researchers sought the interventions that can be obtained based on the findings. Thus, there variables study. that may affect the outcome of are some
the
present
19
Reading Materials Preferences of the Students of Aquinas University of Legazpi High School Types of Reading Materials Department S.Y. 2008 2009
Newspaper General Reference Journals Textbooks Novels Hymnals Albums Magazines/Periodicals/ Serials Graphic Novels Encyclopedias Comics/Mangas Directories Yearbooks Almanacs Atlas Dictionary Handbooks Instruction Manuals
For information For socialization For entertainment For communication For personal safety
Figure 2. Conceptual
Paradigm
This
definitions of the terms used in the study. Reading. This is the of the characters process words of identifying in written to the the or meaning printed of
and
refers
process
Reading
Materials. It
living.
view
of
one than
person, object
or
course
desirable object
means
over
the
for or or
which
which defined
has as
been the
Aquinas University of Legazpi. A private Catholic school in Legazpi City. In this study, it is the school where the research took place.
III METHODOLOGY
AND
chapter in and
the
methods
and
that
design the
population
Research
Design
The This
researchers is the
used
the
design. it the
design
appropriate Reading
because of
Material of
Aquinas
University
gathering
and
data. The
researchers
interested
factors
different
conditions
obtained
study.
22 Population In the of the Study process, the the researchers of was the computed students for
the
responses size
study. The
sample
tallied
interpretation. of the of study Aquinas were from the of first Legazpi size
respondents year
students
University
School computed
sample
of
Data made use of two sources, namely, the source the in this
secondary. The
primary by
is
the
questionnaire distributed
formulated the
researchers. to the
researchers
questionnaire
Science High School and Special Program in the Arts students from whom the needed source internet are and the the information documents like was from obtained. The the which secondary
through
investigated.
23 Research The the Instrument information of the study by was the obtained through
distributed to the
researchers. Two
respondents. the reading second using material preferences asks the type main of to
asks the
part a
in
specific were
material. the
questions
designed
Reading
Material Preferences
of the Students
of
Aquinas
University
of
Legazpi
High
School
Department
S.Y. 2008 2009. In given this order by the for the researchers to interpret made the use data of
respondents, the
researchers
instrument: 5.00 - 4.50 4.49 - 3.50 3.49 - 2.50 2.49 - 1.50 1.49 - 1.00 = = = = = most more preferred preferred
Data
sources. Since
the
objective
determine
Aquinas
University
permission
conducting
principals the
chosen
officers
gathered
then
summarized.
Statistical
Tables were prepared to interpret the data gathered. Much care was given in tallying every answer to the questionnaire. Tallied entries were count were also refers properly used to to the analyzed. analyze number of Frequency the data an count and
percentage Frequency
gathered. answer or
times
option is given or chosen by the respondents. The statistical tool used in the interpretation and testing was mean, which has the formula of: = x
25 The researchers also used the percentage formula in order to interpret the raw data. The formula is as follows:
CHAPTER
IV
READING MATERIAL PREFERENCES OF THE STUDENTS AQUINAS UNIVERSITY OF LEGAZPI HIGH SCHOOL DEPARTMENT S.Y. 2008 2009
OF
This
chapter Tables
the to
data
and
interpretation. gathered by
the
researchers.
The
tables
show
material preferences of the students and their purpose in using a specific reading material.
A. READING MATERIAL PREFERENCES OF AQUINAS UNIVERSITY OF LEGAZPI HIGH S.Y. 2008 2009
Table 1.0 shows first High the year School reading students
the of
gathered Aquinas
data
from
the of
selected Legazpi to
University with to
reference use.
27 Table 1.0 Reading Material Preferences Of The Aquinas University of Legazpi High 2008 - 2009 Printed Reading Materials Newspaper General Reference Journals Magazines/Periodicals/ Serials Textbooks Novels Graphic Novels First Year Students of School Department S.Y.
Interpretation 3.46 3.94 3.70 4.63 4.02 4.50 3.53 Preferred More Preferred More Preferred Most Preferred More Preferred Most Preferred More Preferred
1. 2. 3. 4. 5. 6. 7.
8. 9.
Encyclopedias Comics/Mangas
4.18 4.53 3.24 3.49 3.98 3.93 4.12 3.66 Manuals 3.30 3.73 2.78
More Preferred Most Preferred Preferred Preferred More Preferred More Preferred More Preferred More Preferred Preferred More Preferred Preferred
10. Directories 11. Yearbooks 12. Almanacs 13. Atlas 14. Dictionary 15. Handbooks 16. Instruction 17. Albums 18. Hymnals
The reading
results materials
above are
show the
that
the
most
preferred
Comics/Mangas with 4.53 weighted mean, and Periodicals with 4.63 weighted mean. The the that first fall year on students the general prefer
results the
reading
materials result 28
of
since of his
fiction
is
the
respondents. He
gender
the
preferences of the
students. After second the evaluation level were as done by the researchers reading in in the
year
shown
Table 1.1 READING MATERIAL PREFERENCES OF OF AQUINAS UNIVERSITY HIGH SCHOOL THE SECOND YEAR STUDENTS DEPARTMENT S.Y. 2008 2009
1. 2. 3. 4. 5. 6. 7. 8. 9.
Printed Reading Materials Newspaper General Reference Journals Magazines/Periodicals/ Serials Textbooks Novels Graphic Novels Encyclopedias Comics/Mangas
Interpretation 3.10 4.57 3.07 4.57 3.23 4.68 4.56 3.61 3.63 2.98 3.17 3.62 3.22 3.45 2.91 Preferred Most Preferred Preferred Most Preferred Preferred Most Preferred Most Preferred More Preferred More Preferred Preferred Preferred More Preferred Preferred Preferred Preferred Preferred Preferred Preferred 29
10. Directories 11. Yearbooks 12. Almanacs 13. Atlas 14. Dictionary 15. Handbooks 16. Instruction 17. Albums 18. Hymnals Manuals
Table 1.1
shows
that
General the
Reference
and
the
Hymnals
result
suggests
prefer to use reading materials from. Whittemores the preferred General by study
can kind
get of
implies material
reading
is the are
affected
their
Table 1.2 shows third Legazpi reference evaluation and then year high
the
data
gathered of
among
the
school
students Department
Aquinas
University
High to of
S.Y.
reading
data, the of
tabulated
interpreted
results
30 Table 1.2 READING AQUINAS MATERIAL PREFERENCES OF THE THIRD YEAR STUDENTS UNIVERSITY HIGH SCHOOL DEPARTMENT S.Y. 2008 2009 Printed Reading Materials Newspaper General Reference Journals Magazines/Periodicals/ Serials Textbooks Novels Graphic Novels Encyclopedias Comics/Mangas Interpretation 3.13 3.46 3.03 4.59 4.51 4.61 4.54 3.83 3.72 Preferred Preferred Preferred Most Preferred Most Preferred Most Preferred Most Preferred More Preferred More Preferred OF
1. 2. 3. 4. 5. 6. 7. 8. 9.
10. Directories 11. Yearbooks 12. Almanacs 13. Atlas 14. Dictionary 15. Handbooks 16. Instruction 17. Albums 18. Hymnals Manuals
Preferred Preferred More Preferred Preferred Most Preferred Preferred Preferred Preferred Preferred
table
shows
that among
got
the
highest reading
preferred
Hymnals
applicable his
students
abilities
greatly
preference. The 31
reading
abilities
of why
the they
third
year to
students use
are, at this it
prefer
Novel, since
topics. from the fourth year given level by were the and
Selected asked to
the
gathered are
evaluated
results
READING AQUINAS
MATERIAL PREFERENCES OF THE FOURTH YEAR STUDENTS UNIVERSITY HIGH SCHOOL DEPARTMENT S.Y. 2008 2009 Printed Reading Materials Interpretation
OF
1. Newspaper 2. General Reference 3. Journals 4. Magazines/Periodicals/ Serials 5. Textbooks 6. Novels 7. Graphic Novels 8. Encyclopedias 9. Comics/Mangas 10.Directories 11.Yearbooks 12. Almanacs 13. Atlas 14. Dictionary 15. Handbooks 16. Instruction Manuals 17. Albums 18. Hymnals
3.36 3.47 3.19 4.04 4.02 4.55 4.04 3.90 4.71 2.94 4.52 3.29 3.33 3.72 2.55 3.15 3.31 2.87
Preferred Preferred Preferred Most Preferred More Preferred Most Preferred More Preferred More Preferred Most Preferred Preferred Most Preferred Preferred Preferred More Preferred Preferred Preferred Preferred Preferred 32
got
the
highest
weighted of
preferred the
reading Handbooks
lowest
reading result
material
fiction. He of
gender
choice
preference
students.
of
the students of Aquinas University High School with reference to the study, READING AQUINAS MATERIAL PREFERENCES HIGH SCHOOL OF STUDENTS OF
UNIVERSITY OF LEGAZPI
2009. Out of the reading materials listed, there are only most preferred reading materials used by the high are
school about
students of Aquinas University of Legazpi. There eight reading reading materials of the that ranked as the
preferred
materials
students.
READING MATERIAL PREFERENCES OF STUDENTS FROM FOURTH YEAR LEVEL OF AQUINAS UNIVERSITY DEPARTMENT S.Y. 2008 2009 Printed Reading Materials Newspaper General Reference Journals Magazines/Periodicals/ Serials Textbooks Novels Graphic Novels Encyclopedias
Interpretation 3.26 3.86 3.25 4.61 3.95 4.59 4.17 3.88 Preferred More Preferred Preferred Most Preferred More Preferred Most Preferred More Preferred More Preferred
1. 2. 3. 4. 5. 6. 7. 8.
9.
Comics/Mangas
4.15 2.95 3.60 3.62 3.46 3.95 3.00 Manuals 3.03 3.42 2.75
More Preferred Preferred More Preferred More Preferred Preferred More Preferred Preferred Preferred Preferred Preferred
10. Directories 11. Yearbooks 12. Almanacs 13. Atlas 14. Dictionary 15. Handbooks 16. Instruction 17. Albums 18. Hymnals
The
table
shows
that and
the the
most
preferred
students
while
Journals with 3.25 weighted mean, Directories with 2.95 weighted mean, Atlas with 3.46 weighted mean, Handbooks with 3.00 34
weighted mean,
mean, with
Instruction 3.42
Manuals
with
3.03
weighted
Albums mean
weighted mean, and Hymnals with 2.75 only as the preferred reading
weighted
ranked on
the of
related the
preferences
students.
B. MAIN PURPOSE OF HIGH SCHOOL STUDENTS OF AQUINAS UNIVERSITY OF LEGAZPI HIGH SCHOOL DEPARTMENT S.Y. 2008 2009 IN USING A SPECIFIC READING MATERIAL
shows year
the
gathered in
data using
as a
to
the
purpose
students were
results
evaluated
and
35 Table 2.0 MAIN PURPOSE OF FIRST YEAR HIGH SCHOOL STUDENTS OF AQUINAS UNIVERSITY OF LEGAZPI HIGH SCHOOL DEPARTMENT S.Y. 2008 2009 IN USING A SPECIFIC READING MATERIAL Purpose A. For Information 45 69 36 13.24 20.29 10.59 f
a. acquire new information b. gain knowledge c. enhance critical thinking B. For Self entertainment
57 76 91
a. gain D. For
more
friends 74 51 21.76 15
Communication ideas
a. free from indulging in prohibited drugs/intensive smoking b. free from friends bad influences c. evade indulging in other forms of vices (e.g. gambling, etc.)
62 66 56
Based on the results, the researchers found out that the main purpose of the majority of the first year students of
Aquinas University High School Department in using a specific reading material is for gaining more friends with 91 frequency
count. The purpose which got the lowest rank is for enhancing critical thinking which has the frequency count of 36. 36
Since students
the are
preferred
reading
Novels,
Comics/Mangas,
Periodicals, their purpose of gaining more friends is suitable for their reading material preference. It freshmen use a specific reading material implies for that the
socialization
in
the year
page
clearly
shows
the from
purpose Aquinas
second of
school School
Legazpi their
using were
preferred based
gathered
results and
of
the then
questionnaire. tabulated.
These
results
were
assessed
37 Table 2.1 MAIN PURPOSE OF SECOND YEAR HIGH SCHOOL STUDENTS OF AQUINAS UNIVERSITY OF LEGAZPI HIGH SCHOOL DEPARTMENT S.Y. 2008 2009 IN USING A SPECIFIC READING MATERIAL Purpose A. For Information 54 59 54 15.88 17.35 15.88 f
a. acquire new information b. gain knowledge c. enhance critical thinking B. For Self entertainment
58 a. relaxation b. leisure time C. For Socialization a. gain more friends D. For Communication a. self expression of b. reasoning ability E. For Personal Safety 44 51 46 ideas 43 60 50 54
a. free from indulging in prohibited drugs/intensive smoking b. free from friends bad influences c. evade indulging in other forms of vices (e.g. gambling, etc.) The students table in shows using that a
12.94 15 13.53
the main purpose of the second year specific reading material is for
gaining new friends which got the highest frequency count of 60. The purpose of 43 of having leisure time has the lowest frequency to the first 38 year suits students purpose, their purpose. their reading material preference
count
After the evaluation done by the researchers, data were gathered. Table 2.2 apparently shows the purpose of the second
year high school students in using a specific type of reading material. Table 2.2
MAIN PURPOSE OF THIRD YEAR HIGH SCHOOL STUDENTS OF AQUINAS UNIVERSITY OF LEGAZPI HIGH SCHOOL DEPARTMENT S.Y. 2008 2009 IN USING A SPECIFIC READING MATERIAL Purpose A. For a. b. c. B. Information 34 53 57 47 45 48 48 48 10 15.59 16.76 13.82 13.23 14.12 14.12 14.12 f
acquire new information gain knowledge enhance critical thinking For Self entertainment
a. relaxation b. leisure time C. For Socialization a. gain more friends D. For Communication a. self expression of b. reasoning ability E. For Personal Safety ideas
a. free from indulging in prohibited drugs/intensive smoking b. free from friends bad influences c. evade indulging in other forms of vices (e.g. gambling, etc.)
36 40 35
39 Table 2.2 shows the different purposes chosen by the third year high school students. The results show that the main
purpose of the students in the third year level in using a specific reading material is for enhancing critical thinking
with frequency count of 57. On the other hand, the purpose of acquiring new information have the lowest frequency count of 34. It are implies that the juniors are now entering adolescence and and they think of using a specific
therefore
maturing
fourth
year
of to
Department by the
given
their were in
specific
and
then
tabulated. The
results
shown
40 Table 2.3 MAIN PURPOSE OF FOURTH YEAR HIGH SCHOOL STUDENTS OF AQUINAS UNIVERSITY OF LEGAZPI HIGH SCHOOL DEPARTMENT S.Y. 2008 2009 IN USING A SPECIFIC READING MATERIAL Purpose A. For Information 54 57 45 15.88 16.76 13.24 f
B. For
a. gain more friends D. For Communication a. self expression of b. reasoning ability E. For Personal Safety ideas
a. free from indulging in prohibited drugs/intensive smoking b. free from friends bad influences c. evade indulging in other forms of vices (e.g. gambling, etc.) The specific table reading above shows
37 40 41
that the fourth year students use to gain knowledge free from got with frequency in
materials of
being
indulging the
smoking on their
lowest material 41
reading
choice gain
is
comparable
to
their
purpose
reading material for information which can be used in the future. Table 2.4 shows the over all rating from first year to fourth year level regarding their purpose in using a specific reading material. Table 2.4
MAIN PURPOSE OF THE STUDENTS OF AQUINAS UNIVERSITY OF LEGAZPI HIGH SCHOOL DEPARTMENT S.Y. 2008 2009 IN USING A SPECIFIC READING MATERIAL Purpose A. For Information 187 238 192 13.75 17.50 14.12 f
a. acquire new information b. gain knowledge c. enhance critical thinking B. For Self entertainment
a. gain more friends D. For Communication a. self expression of b. reasoning ability E. For Personal Safety ideas
a. free from indulging in prohibited drugs/intensive smoking b. free from friends bad influences c. evade indulging in other forms of vices (e.g. gambling, etc.)
42 In over all rating, the purpose of gaining more friends, which has a of frequency 18.38, count got the of 250 out of 340 This and means has a
percentage
first
rank.
that
students of Aquinas University of Legazpi High School Department S.Y. 2008 2009 use a specific reading material for the
purpose of gaining more friends. This purpose is followed by gaining knowledge with a percentage of 17.50. Next to this are: self expression of ideas with 16.03%, leisure time with
15.81%, relaxation with 15.37%, reasoning ability with 15.22%, free from friends with bad influences acquire with new 14.48%, enhance with
critical
thinking
14.12%,
information
in prohibited lowest
drugs/intensive of 13.09,
the of
percentage
purpose
reading materials of high school students of Aquinas University of Legazpi S.Y. 2008 2009.
The researchers conclude that the high school students reading material preferences and purpose in using reading
materials differ per year level because of the certain factors that contribute to having different results. The main purpose in using a specific reading material of the first and the second year high school students, which is for gaining more friends, 43 clearly shows that they use a certain from reading material for
enhancing
critical show
thinking that
for
their because
main of that
learning
information mentioned
age
differences that
and may
gender be
were
considered on the
as
the
interventions
obtained
based
findings.
V RECOMMENDATIONS
AND
This chapter contains the summary of the study, findings, conclusions and the recommendations of the researchers.
The main objective of the research is to determine reading University 2009. material of preferences High of the students of
the
Aquinas
Legazpi
School Department S.Y. 2008 to answer the following do the School are the of
Specifically, it
attempted of
type
reading of to of in
University prefer
students Department
University specific
Legazpi of
School
types
reading
interventions may be
offered in their choice or preference of reading materials based on the findings?. The the printed reading type material of preference is only limited to
purposes in
using a specific type of reading material is categories. The respondents were solely
students
45 University students aimed to of from help Legazpi the Special Science Program High in School the and the
students,
parents,
school
librarians,
to choose a specific reading needs. The design. Aquinas researchers The respondents of
material that
will
satisfy their
used of
from
University
Legazpi size
Department using
sample
computed
stratified random sampling. With the help of the questionnaires, data were gathered. Tables were prepared to interpret the data gathered. Frequency count and percentage were also used to
analyze the data gathered. After gathering and analyzing the needed data, the
researchers concluded that the Magazines/Serials/Periodicals and the Novels are the most preferred reading materials of students in Aquinas University of Legazpi. Based on the results, the main purpose of high school students of Aquinas University of Legazpi High School Department S.Y. 2008 2009 in using a certain
reading
material
more
friends.
The
material of high school students differ per year level because their choice was affected gender. Findings by their age differences and
After gathering the data needed, the following were the findings 1. The of the study: reading material of the Aquinas
most
preferred
University of Legazpi High School Students S.Y. 2008 2009 are the Magazines/Serials/Periodicals and Novels. 2. The main purpose of Aquinas University of Legazpi High
School students in using a specific reading material is specifically for gaining more friends. 3. Certain factors such as age difference and gender affect the students reading material preference and purpose in using a specific type of reading material. Conclusion After gathering the data and interpreting the gathered information, researchers: 1. Novels and Magazines/Serials/Periodicals that the Aquinas University are of the reading High the following conclusions were drawn by the
materials
Legazpi
2. To
gain
information of Legazpi
is
the
main
purpose students
of in
Aquinas using a
University
High
School
certain reading material. 3. The preference and purpose in using a reading material of high school students differ per year level because of the
certain
factors
such
as
age
difference
and
gender
that
contribute to having different results. Recommendations From the findings and conclusions made, the following are hereby recommended: 1. Students should use their preferred reading material wisely wherein they could be benefitted by it. 2. Parents should understand in why their children their are ideas being and
affected,
specifically
expressing
emotions to their parents, by the kind of reading material they prefer to use. 3. Future researchers should include the latest reading
material other than the reading material mentioned in this study. They should include other people other than the high school students. They should also include the intervening variables that affect the answers of the respondents. Also, they should study the effect of a specific reading material to the students.
APPENDICES
APPENDIX MS. MA. CHRISTI B. MUOZ, MAed Principal Aquinas University of Legazpi High School Department Pearanda St. Legazpi City Dear Ms. Ma. Christi B. Muoz ; Greetings!
We, the students of IV-Newton, are conducting a research study entitled READING MATERIAL PREFERENCES OF THE STUDENTS OF AQUINAS UNIVERSITY HIGH SCHOOL DEPARTMENT S.Y. 2008-2009. In view of this, we would like to ask permission to distribute questionnaires to the students of both Science High School (SHS) and Special Program in the Arts (SPA) during their Homeroom period next week. Hoping for your approval on this matter.
Thank you. Very truly yours, ARNEDO, Paolo Gerardo BAARES, Mark ESTRELLA, Zyra Allen Gail Nicole AZORES, Mae Diane
49 APPENDIX B Code:__________ Questionnaire Name(optional): ______________________Year and Section:_________ Gender: ________ Age: ________ Dear Respondents, The purpose of this research is to know the reading materials preference of the students of Aquinas University of Legazpi High School S.Y. 2008-2009. Kindly answer this
questionnaire as briefly as possible and be honest in answering the following questions: Rating Scale: 5 - most preferred 4 - more preferred 3 - preferred 2 - least preferred 1 - not preferred I. What type of Printed Reading Materials do you prefer to use? 1. Newspaper 2. General Reference 3. Journals 4. Magazines/Period icals/ Serials 5. Textbooks 6. Novels 7. Graphic Novels 8. Encyclopedias 9. Comics / Mangas 10. Directories 11. Yearbooks 12. Almanacs 13. Atlas 14. Dictionary 15. Handbooks 16. Index 17. Instruction Manual 18. Albums 19. Hymnals 5 4 3 2 1
50 II. What are your purposes for using a specific reading material? A. For Information
acquire new information gain knowledge enhance critical thinking B. For Self- entertainment
free from indulging in drugs free from friends bad influences evade indulging in other forms of vices Insights: What insights can you give being a user of reading materials?
A. Books Calmorin, Laurentina P.1995. Methods of Research and Thesis Writing.Rex Bookstore, Inc.Sampaloc, Manila. 1995
B. Websites
b. Sturm, Brian. The Information and Reading Preferences of North Carolina Children. AASL. 2004 April.
http://www.ala.org/ala.readingpreferences.cfm
Vitae
Birthday: June
L. B.
Arnedo Arnedo
Contact Numbers: Cell phone #: 09167186019 Telephone #: N/A Email Address: naga_rayah@yahoo.com
Legazpi, City 2005 - 2009 53 Personal Information Name: Mae Diane M. Azores
Birthday: October
A.
Azores
Azores
Contact Numbers: Cell phone #: 09157617865 Telephone #: N/A Email Address: rarefriend13@yahoo.com
Elementary
- Boga
Elementary
School
City
High School
- Aquinas
University
Science
High
School
Civil Status: Single Parents: Father Orlando Mother Amalia B. L. Baares Baares
Contact Numbers: Cell phone #: 09155880088 Telephone #: N/A Email Address: mark_allen@yahoo.com
1998 - 1999
Elementary
- Daniel Tabaco
B. City
Pea
Memorial
College
Foundation
1999 - 2005
High School
- Aquinas
University
Science
High
School
Legazpi, City 2005 - 2009 55 Personal Information Name: Princess P. Barnuevo Birthday: November 10, 1992 Address: Bonot, Legazpi Civil Status: Single Parents: Father Marcelo B. Barnuevo Mother Efigeia P. Barnuevo Contact Numbers: Cell phone #: 09276213705 City
Telephone #: (052)820 3243 Email Address: blue_rain352@yahoo.com Educational Background Pre school Mission Montessori Child Center Bitano, Legazpi City 1998 - 1999 Elementary - Grade 1 St. Raphael Legazpi City 1999 - 2000 Grade 2-6 Ibalon Central School Academy
Legazpi City 2000 - 2005 High School - Aquinas University Science High School
Legazpi, City 2005 - 2009 56 Personal Information Name: Zyra Gail A. Estrella 3, 1992 City
Birthday: November
Address: Bankilingan, Tabaco Civil Status: Single Parents: Father Ivan Mother Gina B. A.
Estrella Estrella
Telephone #: N/A Email Address: zyra_gail648@yahoo.com Educational Background Pre school Good Tabaco Shepherd City School
1998 - 1999
Elementary
- Good Tabaco
Shepherd City
School
1999 - 2005
High School
- Aquinas
University
Science
High
School
Civil Status: Single Parents: Father Edwin Mother Mary C. Ann Ma-alat B. Ma-alat
Blvd., Tabaco
Elementary
- Tabaco
National
Central City
Elementary
SChool
High School
- Aquinas
University
Science
High
School
St., Velasco
Aida
Elementary
- Marys First
Child Park
Learning
Center
1999 - 2005
High School
- Aquinas
University
Science
High
School
Email Address: bryanleeyu@yahoo.com Educational Background Pre school Naga Naga Hope City Christian School
1998-1999 Elementary - Grade 1-4 Naga Naga Hope City Christian School
Legazpi City 2003-2005 High School - Aquinas University Science High School