Академический Документы
Профессиональный Документы
Культура Документы
Reading is one of the most fundamental components of the learning process and
is seen as a catalyst for life-long learning and intellectual growth. Reading is also
significant in the knowledge building of the youths, which contributes to the human capital
growth of a country. The ability to read and write is seen as the most important basic in
education and development of the country. In fact, we are now in a new world facing with
overwhelming experience and social change. In connection with this, reading plays a
significant role in an individual’s life and thus regarded as an indispensable activity in the
extensive reading. This is because reading makes an individual to be more informed and
exposed to issues around him/her. It is expected that most of a student’s study time is
Reading habits refer to the behavior which expresses the likeness for reading and
explains the purpose and preference for reading as well as frequency of reading.
Therefore, students’ reading habits revolve around the purpose of reading which may be
entertainment. In corroborating this assertion, Kumar et al (2010) reported that the major
purposes of reading among senior secondary school students are for getting information
and to improve general knowledge. The acquisition of favorable reading habits does not
only affect or improve confidence in students just as Aina Okusaga, Adebowale and
Ogundipe (2011) outline the advantages of good reading habits to include; development
insight into other cultures and places, concentration and memory improvement, self-
According to Palani (2012), reading habit is an essential and important aspect for
creating a literate society in this world. It shapes the personality of individuals and it helps
them to develop proper thinking methods, and creates new ideas. However, the
developments in the Mass Media, had continued to influence interest in reading (hard
copy of literatures such as…) books, magazines and journals, among others. Palani
(2012) is of the opinion that, effective reading is important avenue of effective learning
and reading is interrelated with the total educational process and hence, educational
success requires successful reading habit. He believes reading is the identification of the
symbols and the association of appropriate meaning with them. It requires identification
and comprehension. Comprehension skills help the learner to understand the meaning of
words in isolation and in context. Before the advent of the television, both the young and
the old found enough time to read. Apart from teachers, other professionals used to spend
their leisure time in reading both English and vernacular literature. English medium
schools almost always demanded extra reading from their students. But all these have
become a thing of the past. Palani (2012) further added that, nowadays, reading habit
has lost its importance as both the young and the old are glued to the television. As far
as educational institutions are concerned, coaching students for the examinations seems
to be the be-all and end-all of our educational system. Thus, good reading habits is an
achievement leading to failure. Also, observations have revealed that students with poor
reading skills end up receiving poor grades at school, get easily distracted and frustrated,
have behavior problems, seem to dislike school and often fail to develop to their full
potential.
Over the years, school administrators of Socorro National High School has
implemented many efforts to overcome problems related to the reading habit. One of the
reasons for the decline of the reading habit may have to do with the poor background
from which most of the students in public schools come from. It has been observed that
Nathanson (2008) found that lack of reading had caused a drop in the literacy
level of the future generation. The reading trend has shifted from the conventional or
2008).This is consistent with a study done by Mokthari, Richard and Gardner (2009)
which showed that Internet usage is very much significant than any forms of reading.
There has been greater awareness about problems associated with the reading habits.
The readership profile must be addressed before dealing with the problems.
Su Yen Chen (2007) discovered that gender acts as a determinant in the reading
behavior among high school students. Study done by Nor (2007) showed that there were
more exam purpose reader as compared to pleasure reading. Further study by Brintz
(1993), Worthy & Mc Kool (1996) and Gay Ivey (1999) revealed that another form of
reader, the reluctant readers, have distorted opinion about reading. Also identified was
the disabled reader behavior in reading is due to stress related to reading constraints
(Gay, 1999).
extent. Both reading and academic achievements are interrelated and dependent on each
other. Students often come from different environments and localities with different levels
of academic achievement. Therefore, they differ in the pattern of reading habits. While
some students have good reading habits, others tend to exhibit poor reading habits.
Academic achievement means how much knowledge the individual has acquired from the
school (Bashir & Mattoo, 2012). Reading and academic achievement are essential for
research workers and educationists to know that every child whether he or she is gifted,
average, normal or backward etc, should be educated in his or her own way but if he or
she possesses good study habits, he or she can perform well in academics and in every
situation. It is the reading habits which help the learner in obtaining meaningful and
desirable knowledge. Good reading habits act as a strong weapon for the students to
excel in life (Bashir & Mattoo, 2012). A lot of researchers like Ogbodo (2002), Bhan &
Gupta (2010), and Singh (2011) have done work on reading, especially how it affects the
international community.
In the light of this, for a student to be successful in his studies, he/she needs to
acquire efficient reading skill and needs not only to read more materials but also to learn
how to do so with great comprehension. According to Keles (2006) a student with poor
reading habits usually suffers serious handicaps not only in school but also later in the
world of work. This is true when one considers the fact that education is now learner-
centered with the more effective techniques placing a far greater emphasis on the
learner's ability to read. A student is expected to read very widely and at the same time
be able to reproduce much of what he has read. This is why one needs to be literate and
be able to read in order to learn effectively in this academic world. Students, no doubt are
faced with a lot of reading materials at the various levels of educational attainment. For
instance, students read for various purposes such as reading for examination, reading for
relaxation and pleasure, reading for appreciation and critical analysis of the text and the
likes. If reading therefore occupies these important positions in the student’s daily routine,
performance, this study will be undertaken to the identify the factors that affect between
Reading is the ability to understand words contained in a document and make use
of the knowledge for personal growth and development (Dadzie, 2008). This implies
making meaning out of recorded information either printed or non-printed in the life of an
individual. People read for different reasons and purposes, some of which include for
pleasure, leisure, relaxation, information and for knowledge. Reading is the identification
of the symbols and the association of appropriate meaning with them. It requires
the meaning of words in isolation and in context (Palani, 2012). He believes reading is a
The reading habit refers to the frequency of reading, and the average time spent
by the amount of reading materials he will read and the intensity with which he will pursue
his reading activity. Bas (2012) emphasized a favorable reading habit as a prerequisite
for a healthy intellectual growth and plays a very crucial role in enabling a person to
achieve practical efficiency. By reading books, one gets confirmation or rejection of one's
own ideas, which makes one think more critically about right and wrong in the society.
Reading therefore provides people with a sense of values, which enable them to gradually
develop the greatest of all virtues, that is the ability to understand rather than condemn
(Bas 2012). In the frequency of reading, Nnadozie and Egwim (2008) reported that
majority of the students that participated in their study were involved in daily reading,
though most of the regular readers were students of private schools. This implies that
there is more serious reading in private schools. The establishment of higher standard
of education may be one of the reasons which necessitated the frequent reading by pupils
in these schools. On the amount of time spent on reading, findings from Nnadozie and
Egwim (2008) established that majority of the students spend less than two hours on each
reading text. The lesser time spent on reading by the students may be due to the fact that
there are electronic gadgets that compete with books for the attention of student at home
and in schools.
Singh (2011) examined academic achievement and study habits of higher
secondary students. The study was conducted on hundred (100) higher secondary
students randomly from two higher secondary schools. The result indicates that girls and
boys differ significantly in their study habits and academic achievement. Bhan and Gupta
(2010) on the other hand examined study habits and academic achievement among the
students belonging to scheduled caste and non-scheduled caste group. The results
revealed that sex has no significant impact on the study habits and academic
achievement of students
purposes, such as for relaxation or information (Issa. et al, 2012). They believe that from
and much information learned through studying is initially acquired through reading. Thus
everyday reading activities in which students engage may, considerably influence their
studying skills and subsequent academic performance. There is a general sense in which
one appreciates the link between good habits of reading and the academic performance
Guthrie, Benneth & McGough, (2007) believe that “reading” is the act of getting
meaning from printed or written words, which is the basis for learning and one of the most
important skills in everyday life. (Issa et al 2012) further explain that reading is usually
associated with books as only the written words provide a complete picture of the act of
reading. It means that through reading, the individual is able to build or fix things, enjoy
stories, discover what others believe and develop ideas or beliefs of their own. Thus,
reading provides the key to all forms of information necessary for our day-to-day survival
and growth. It follows then that if you are in the practice of reading regularly without
thinking about it because of the permanence of its continuity, one can conclude that good
reading habits have been formed. This is because a habit is formed unconsciously when
an individual does something many times, and becomes part and parcel of such a
person’s life. Incidentally, many students do not belong in the category of those with good
reading habits. Their poor or bad reading habits could partly be held responsible for
general poor performance that the school systems usually record in both internal and
external examinations (Issa et al, 2012). Perhaps, due to lack of good reading habits
among students, academic performance with respect to their examination result has been
dismal nowadays creating a great source of worry and concern for all stakeholders in the
Parent Factor
According to (Ogbodo, 2010) Parents send their children to school to learn. In the
school, children are exposed to various experiences which influence their behavior.
reasoning, physical growth, manipulative skills and development of values and interests.
The change may be easy or difficult depending on the home and the school environment.
Children from early childhood should be encouraged to read and love books. When
they see adult members of their families holding and reading books, they imitate them.
And it may be the start of a worthy leisure time activity. Sometimes it is enough to read a
few pages for encouragement, and the child will gladly read on.
Children whose parents read to them or narrated bed time stories were more ready
to tackle first grade work than those who did not have such a joyful experience. A child
may be 5 or 6 years old chronologically. But he may have a mental age of 7 years old
ready for school work. “When children see their father and mother read willingly, they try
to imitate,” says Regal-Paredes (2007). Children age 2-6 are the stage of imitating adult’s
actions and behavior. In this stage parents should be aware of their actions because their
children might imitate them and possibly, they might think that what they see is right.
Her findings revealed that parents have greatly influenced the respondents’ choice of
reading materials. Likewise, it was also found that urban respondents spent more time
teaching than rural respondents. This can be attributed to the fact that the urban parents
children curriculum and understanding of the nature of educational institution and learning
process. In the early years, first parents and then teachers are also the “significant others”
who help children develop attitudes relating to their bodies, their social selves and their
cognitive selves
Student factor
Domingo (1995) studied the reading performance of grade five pupils in Victoria
variables such as nutritional status, pupil-book ratio and recreational activities of pupils.
The findings showed that these variables had no significant relationship and influence to
ability of the pupils in reading. Furthermore, the study has shown several of the most
common factors affecting the reading performance of the pupils such as I.Q.
Grade Six pupils of Matungao District, Lanao Del Norte were on vocabulary skills,
pupils’ reading difficulty levels when grouped according to the sex, age, parents’ socio-
reading materials.
Larin (2001) found out that most of the Fourth Year students of Mercy Junior
College and National Comprehensive High School have good reading ability based on
the Teacher-Made Test. The students showed positive attitude toward English as a
language for reading purposes. There was a significant relationship between type of
school and interest in reading materials. Females were better in vocabulary test than
males and there were no significant differences in reading comprehension test. Parents’
monthly income did not significantly affect students’ reading ability. Fathers’ educational
Kush and Watkins (1996) summarized in their study that positive attitudes like
study habits toward reading contribute to higher reading achievement. They quoted that
girls consistently expressed more positive attitudes toward recreational reading than
boys.
Teacher Factor
first step covers the “INTO” covering activating prior knowledge, helping students predict
or construct text, and giving various experience. The second step is known as the
information about comprehension, giving explanations about how skills are used, citing
examples, modelling how to think about reading, and teaching students to self-motivate.
The last step is called “BEYOND” in which readers are tested by the teacher through
grand conversations, and by activities to help children internalize and appreciate what
Michaels and Mitchell (2005) elaborated on some of the skills used in the reading
process. They are through using letter-sound relationships referred to as the ability to
English words that cannot be easily sounded out or decoded, and through gaining
meaning from context where readers manifest the ability to use the surrounding
Gambrell and his colleagues (2006) cite about the characteristics of the reading
coherent whole, as constructive where readers use what is in their heads and what is on
the page to construct meaning, as strategic focusing on the readers use of different
strategies depending on their purposes for reading and the difficulty of the material, and
as interactive that readers must interact with the author in order for meaning to occur.
Similarly, the same authors provides for the conditions for poor reading performance.
These are that the readers does not see letters or symbols on the page or may not be
able to recognize them; has confusions or incorrect associations between sounds and
letters, and has little experience with or knowledge of the subject. Consequently, the
comprehension, and readers must be able to derive meaning from symbols and connect
kinds of reading texts and materials, the reading process, and their instructional practices,
so they do not fall victim to the political pressures associated with standardized tests,
discuss why they do what they do if they are going to create readers who can do more
than decode texts accurately, read them aloud on demand, and score well on tests as
Jeanne S. Chall (2000) states that from the variety of proposals to raise the
academic achievement of elementary pupils, they call for greater parent involvement,
others seek to implement more school choice and others prepare better teacher training
and higher teacher salaries, a longer school year and school day, smaller schools and
smaller classes.
Fidzani, in his study (2010), stressed that the book is still very much part of
people’s lives in our modern society an in spite of the invention of the latest audio-visual
materials, the book in its ordinary conventional form is still the most important for acquiring
knowledge and information. The enrichment in knowledge would, in turn, enable one to
reluctant or struggling readers, an effort that has been focus of a great deal of research
over the last several decades, it is equally essential to ensure that accelerated readers
continue to enjoy reading and are supplied with appropriate reading materials. Teachers,
media specialists, and children librarians should be aware of the needs of these students
in order to provide them with appealing books that will allow them to continue to enjoy
According to Adetunji (2007), reading has been described as the act of translating
symbols or letters into words or sentences that have meaning to an individual. It is also
the understanding of what is seen in text, which is the ability of the reader to capture
incoming visual information, process that information and obtain meaning from it.
Individuals practice and apply the reading habit in order to them to generate and enhance
their knowledge. There are varieties of materials in various forms available in the library,
bookshops and on the internet. People can choose any form of reading materials that
periodicals, journals and many more. Some people actually take to read the dictionary to
polish their language and vocabulary skills before their bad time (Mohamad Azri,
Mohammad Fazli & Wan Mohd Hafiz, 2014). This is a healthy and useful habit for an
individual.
This paper is to review previous studies regarding factors affecting reading habits
and reading interests among students in Socorro National high School. At the same time,
this paper is to define the relationship between their reading habits and academic
achievements
Conceptual/Theoretical Framework
This study was based on the theory that the development of reading skills among
school children takes a long process. According to Durrell (1999) it has been observed
that the failure if frequently due to inability to learn the subject, but because the pupils
cannot read efficiently, and much less, comprehend reading materials, hence, authorities
suggest that reading should receive the most scrutiny. In this regard, Braganza (1993)
also stressed that the best and dedicated teachers should be assigned in Grade I and II
where the reading problems and dropouts are crucial. This means providing the learners
with the strongest learning foundation, possibly giving rise to high learning motivation.
teachers so that after the first grade, the child shall not be non-reader nor a disabled
reader.
Bush and Hueber (1997) also explained that every individual needs to read
intelligently in order to gain information, acquire useful knowledge and attain a useful,
enjoyable and profitable life. Proficiency in reading helps one to secure valuable
information relating to health, family life, government and current issues and events.
Society therefore, demands that the pupils must be effective readers as early as Grade
one. A child who cannot read risks security, loss self esteem and ability to attain his future
interest to the fullest. Successful achievement in reading, on the other hand leads to the
pupils’ happiness and success, while failure in reading leads to unhappiness in the child
This research aimed to determine the influence of reading habits to the academic
1.1 age
1.2 sex
2. What is the extent of the perceived factors of reading habits of grade 7 students
Hypothesis
Ho- There is no significant relationship between the identified factors and the reading
The study will be deemed important for the proper recognition of the improving
Reading Comprehension Through the use of higher - order thinking activities on the
academic Performance of the grade 7 students, Likewise, the findings of this research
performance, this will further enhance pupil's knowledge of the importance of mastering
the basic skills of their reading habits so they will make an effort to do best. This may lead
Teachers. This study may heighten their awareness in identifying the learning
tasks that are well developed as well as the least. This may further be a motivating factor
to adapt measures and new strategies for the improvement of instructions in reading.
Parents. The result of this study will serve as bird's eye view of the parent to know
the needs of their children with regards to improving their reading habits.
encourage administrators and supervisors help their teachers upgrade their teaching
performance in motivating reading interest through closer supervision and faculty
Future researchers. The information and insights that will be gained from this
study may serve as guide for other researcher in framing their conceptual framework
and design and at the same time encourage them to conduct lateral studies within their
area of preferences.
The general focus of this study is to investigate the factors affecting reading habits
Specifically, it includes the profile of the respondents in terms of age, sex, parent’s
Likewise, the scope of the study include factors affecting the reading habits of
Grade 7 students described in terms of parent factor, home factor, student factor and
teacher factor.
Chapter II
METHOD
This section presents the research design, participants, instrument, data gathering
Research Design
This study was classified into a descriptive type research. It was used to indicate
and determine the relationship between reading habits to academic performance among
elementary pupils. The descriptive method was used to identify and describe the factors
Participants
The respondents of the study were the grade 7 students of Socorro National High
School. This study was classified as stratified random sampling wherein representative
sample respondents from all grade 7 students would be the respondents of the study.
Instrument
checked by the expert. There were two parts of the instruments, the first part would be
the profile of the participants. Secondly, the factors involved in the reading habits of the
Research Instrument
The questionnaire was used as the main instrument for gathering the needed data
for the study. This was answered by the Grade Two teachers. It shall comprised of three
parts.
Part 1 comprised of the profile of the Grade 7 teacher respondents in terms of age,
sex, civil status, highest educational attainment, present position, years in service and
Part 2 included the other factors affecting the reading habits of Grade 7 students
in terms of: parent factor, home factor, pupil factor, and teacher factor.
A letter was sent to the school principal to ask authorization to allow the
researchers to conduct the study. Upon the approval, the researchers personally
gathered the respondent’s current grade points average (GPA’s) of the grade 7 students
The researchers classified, tallied, and tabulated the data collected. In analyzing
The researcher first sought permission from the principal to allow the researchers to
distribute questionnaires, conduct informal interviews and gather the needed data for the
study.
Upon approval, she personally administered the questionnaires to their target
respondents, the Grade 7 teachers, for them to be able to explain the mechanics of
Statistical Analysis
With the hypothesis being advanced, the following statistical treatments were
employed:
Frequency and Percentage Count. These tools was used to determine the participants’
profile
Mean and Standard Deviation. These tools was used to determine the perceived effect
Pearson r correlation. This study will be used to measure relationships of the data.
CHAPTER III
This chapter presents the analyses and interpretation of results of the data
gathered from the study to identify the demographic profile of the student-respondents,
the extent of reading habits and learning performance of the grade 7 students of Socorro
Table 1. Frequency and Percent Distribution of the profile of the respondents by age,
The table showed that of the total 50 student-respondents, majority of the students aged
13 consisting of 25 or 50%. Whereas, only 13 or 26% are 14 years old. As to gender, data showed
that majority are male consisting of 26 or 52% while only 24 or 48% are females. As to the parent’s
educational attainment, it showed that majority of the respondents have parents that finished high
school level consisting of 36 or 72% while only 5 or 10% have parents that are high school
graduate. As to monthly family income, data revealed that majority have monthly family income
ranging from Php6,000 to Php10,000; While, only 1 or 2% have income ranging from Php16,000
to Php20,000
Table 2. Extent of the Perceived reading habits of the students as to time management
Verbal Qualitative
Student Factor mean
interpretation description
Time management
1. I read only if I have no work 3.86 sometimes practiced
2. spend a special time from reading 2.34 Rare Slightly practiced
3. I read only if necessary 3.34 Always Highly practiced
4. I read reading materials after class hours 3.2 Sometimes practiced
5. I read diverse materials during Saturday
and Sunday 2.60 rare Slightly practiced
Total 3.068 Sometimes
Slightly practiced
The table above showed that at in an average mean of (M= 3.068) indicates that the
reading habits of the students in Socorro National high school as to time management is slightly
practiced. Specifically, two(2) indicators resulted slightly practiced reading habits which include ’
spend a special time from reading’ (M=2.34) and ‘I read diverse materials during Saturday and
Sunday’ (M=2.60). however, another 2 indicators resulted practiced reading habits and those were’
I read only if I have no work’ (M=3.86) and ‘I read reading materials after class hours’ (M=3.2) while
only one resulted highly practiced reading habits which is the ‘I read only if necessary’ (M=3.34).
Table 3. Extent of the Perceived reading habits of the students as to reading skills
Verbal Qualitative
Reading skills
Mean interpretation description
6. I read reading materials intensively practiced
3.6 Sometimes
7. I read reading materials through Highly practiced
skimming and scanning 3.32 Always
8. I jot down important notes or difficult Highly practiced
words when reading. 3.62 Always
9. I use dictionary when I encounter difficult practiced
words. 3.7 Sometimes
10. I read some materials through sounds practiced
3.6 Sometimes
Highly practiced
Total 3.56
Always
The table above showed that at in an average mean of (M= 3.56) indicates that the reading habits of
the students in Socorro National high school as to reading skills is highly practiced. Specifically, three
(3) indicators resulted practiced reading habits which include’ I read reading materials intensively’
(M=3.6) and ‘I use dictionary when I encounter difficult words when reading’ (M=3.62), ‘ I read some
materials through sounds’(M=3.6) . while only 2 resulted highly practiced reading habits which is the
‘I read reading materials through skimming and scanning’ (M=3.32) and ‘I jot down important notes
Verbal Qualitative
Reading interest
Mean interpretation description
11. I read only recreational reading materials 3.7 practiced
Sometimes
12. I read school-related reading materials 3.64 Highly practiced
Always
13. I read only for pleasure 3.7 practiced
Sometimes
14. Provides for the study needs of the 3.58 Highly practiced
children Always
15. I read only printed materials 3.74 Highly practiced
Always
Total 3.68 Highly practiced
Always
The table above showed that at in an average mean of (M= 3.68) indicates that the reading habits
of the students in Socorro National high school as to reading interest is highly practiced. Specifically,
three (3) indicators resulted highly practiced reading habits which I read school-related reading
materials’ (M=3.64), ‘Provides for the study needs of the children’ (M=3.58), and ‘I read only printed
materials ’(M=3.74) . while only 2 resulted practiced reading habits which is the ‘I read only
recreational reading materials’ (M=3.7) and ‘I read only for pleasure’ (M=3.7)
Table 5. Extent of the Perceived reading habits of the students as to parent factor
Verbal Qualitative
Parent factor
Mean interpretation description
16. My parents motivate me to read books. 3.74 Highly practiced
Always
17. My parents provide me reading materials 3.9 practiced
for school purposes Sometimes
18. My parents give time schedule to read 3.62 Highly practiced
Always
19. My parents assist me through my reading 3.78 Highly practiced
routine. Always
20. My parents provide quite place for me to 3.74 Highly practiced
read. Always
Total 3.76 Highly practiced
Always
The table above showed that at in an average mean of (M= 3.76) indicates that the reading
habits of the students in Socorro National high school as to parent factor is highly practiced.
Specifically, four (4) indicators resulted highly practiced reading habits which include‘My parents
motivate me to read books.’ (M=3.74), ‘My parents give time schedule to read’ (M=3.62), ‘My parents
assist me through my reading routine’ (M=3.78) and ‘My parents provide quite place for me to read’
(M=3.74) . While only 1 resulted practiced reading habits which is the ‘My parents provide me reading
Table 6. Extent of the Perceived reading habits of the students as to teacher factor
Verbal Qualitative
Teacher factor
Mean interpretation description
21.My teacher supervise me during reading 3.76 Highly practiced
activities Always
22. My teacher engage us in various reading 4.2 Highly practiced
activities Always
23. My teacher encourage us to read in 3.86 Highly practiced
various ways Always
24. My teacher teach me to read in a 3.84 Highly practiced
conducive area Always
3.89 Highly practiced
Always
The table above showed that at in an average mean of (M= 3.89) indicates that the reading habits
of the students in Socorro National high school as to the teacher factor is highly practiced.
Specifically all indicators are verbally interpreted as always which indicate that teacher factor
contributed the reading habits of the grade 7 students of Socorro National High School.
Table 7. Summary of the extent of the Perceived reading habits of the students as to parent factor
Verbal Qualitative
Indicators Mean interpretation description
Time management 3.068 Sometimes
Slightly practiced
Reading skills 3.56 Highly practiced
Always
Reading interest 3.68 Highly practiced
Always
Parent factor 3.76 Highly practiced
Always
Teacher factor 3.89 Highly practiced
Always
3.59 Highly practiced
Total Always
The table above showed the Summary of the extent of student’s reading habits wherein at the
average mean of (M=3.59) revealed verbal interpretation as always which denotes very high
extent. Specifically, 4 indicators resulted very high description while only one is slightly practiced.
This means that reading skills, reading interest, parent factor and teacher factor are factors that
highly affect students reading habits while time management has little emphasis in this study.
Table 2.1 illustrates the frequency and percentage of the student’s level of academic performance
in terms of in English. Levels were recognized as outstanding, very satisfactory, satisfactory, fairly
satisfactory, and di not meet expectations. Data revealed that the mean GPA of the students in
English rose to 60%% and verbally interpreted as satisfactory. This means that the academic
performance of the grade 7 students in Socorro National High School belong to average level
Grades
Table above reveals the significant relationship of reading habit to the academic performance
of the grade 7 students. Specifically parent factor (r= 0.29, p=0.00) and teacher factor (r=0.90, p=0.00)
showed significant relationship. This could mean that teacher and parent’s involvement in shaping
the child’s reading habit could really affect their academic performance in the sense that learners
need motivation and attention in and outside the school so they will perform better.
Also, reading skills, reading interest and time management also affects student’s academic
performance in the sense that these are internal motivations wherein only the child controls his/her
own action whether he/she would develop her own self’s reading habit
Reading habit intervention plan
This chapter presents the summary, findings, the conclusions derived from the
Summary
This study was conducted to determine the factors affecting reading habits of the
grade 7 students in Socorro National high School, SY 2017-2018. Specifically, the study
respondents participated. The tools used in gathering the data included the survey
questionnaire containing questions about demographic profile and the 24-item reading
habits Rating Scale. The statistical treatments of the gathered data included frequency,
Findings
Based on the research study, the following findings were arrived at:
1. The table showed that of the total 50 student-respondents, majority of the students aged 13
consisting of 25 or 50%. As to gender, data showed that majority are male consisting of 26 or
52%. As to the parent’s educational attainment, it showed that majority of the respondents have
parents that finished high school level consisting of 36 or 72%. When it comes to monthly family
income, data revealed that majority have monthly family income ranging from Php6,000 to
Php10,000.
2. student’s reading habits revealed an the average mean of (M=3.59) which is verbal interpreted
3. Data revealed that majority of the students gained GPAs in English ranging from 81-85
consisting of 30 or 60%.
Conclusions
Based on the findings of the study, the following conclusions are drawn.
1. The reading habits of the respondents in this study are highly practiced
Recommendations
2. Academic institutions should be encourage students to lengthen of their time schedule for
reading activities
3. Teachers should pay special attention in developing positive reading attitude in students
by emphasizing comprehension skills and strategies so as to enhance effective reading.
4. Academic institutions may apply the reading habit intervention program suggested by the
researchers
5. A more concentrated research should be made by future researchers to determine a more
focused relationship between behavior and learning performance using other variables
Questionnaire Survey
APPENDIX A
Directions: Put a check on the empty circle provided below based on your knowledge.
Name(optional):____________________
age: _________
GPA:________
Gender :
SECTION A
A. Parent Factor 4 3 2 1
Aina, A. J., Ogungbeni, J. I., Adigun, J. A. and Ogundipe, T. C. (2011) Poor Reading
habits among Nigerian: the role of libraries. Library Philosophy and Practice (e-journal)
Baker,L. and Wigfield, A. 1999. Dimensions of children’s motivation for reading and their
Bashir , I.& Mattoo, N. H.(2012) A Study on Study Habits and Academic Performance
Bhan, K. S., & Gupta, R. (2010) Study Habits and Academic Achievement among the
Edem, M. B. & Ofre. T. E. (2010) Reading and internet use activities of undergraduate
Students of university of Calabar, calabar, Nigeria. Retrieved March 23, 2017 from find
articles. com.
Egong, A. I. (2014) Reading culture and academic achievement among secondary school
Guthrie, J.T. and Wigfield, A. 2000. Engagement and motivation in reading. In M.L. Kamil,
P.B. Mosenthal, P.D. Pearson and R. Barr (Eds.) Handbook on reading research..
Issa, A. O., Aliyu, M. B., Akangbe, R. B., andAdedeji, A. F. (2012) Reading Interests and
Habits of the Federal Polytechnic, OFFA, Students. International Journal of Learning &
Palani, K. K. (2012) Promising Reading Habits and Creating Literate Social. International
Jenkin, et. Al. These are Your Children, Chicago: Scott, Forseman & Co.,
Gonzales, 2002 Reading Interests of H.S. Student Espedido, 2005 Participation and