CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the data gathered through the

administered survey questionnaire.

STATEMENT OF THE PROBLEM

1. What is the profile of the respondents as to:

1.1 Gender

1.2 Age; and

1.3 Year Level

Presented in Table 1.1 the summary of the frequency and percentage Distribution of the

respondents according to age.

Table 1.1

Frequency and Percentage Distribution of Respondents According to gender

GENDER FREQUENCY PERCENTAGE

Male 27 35.06%

Female 50 64.94%

Total 77 100%

Table 1.1 revealed that the majority of the students who took part in the study were

female which has 69.94% while 41.1% of the students were male.
 Presented in Table 1.2 the summary of the frequency and percentage Distribution of the

respondents according to age.

Table 1.2

Frequency and Percentage Distribution of Respondents

According to Age

AGE INTERVALS FREQUENCY PERCENTAGE

18 - 21 yrs.old 63 81.82%

22 - 24 yrs.old 8 10.39%

25 yrs.old and above 6 7.79%

Total 77 100%

Table 1.2 revealed that 81.82% of the students who took part in the study were between

18-21 years of age. 10.39% were between 22-24 years while only 7.79% were range of 25years

and above. This result suggests that some students of BSA took part in the study are slightly

above 25 years of age.

Presented in Table 1.3 the summary of the frequency and percentage distribution of

respondents according to age.

 Table 1.3

Frequency and Percentage Distribution of Respondents

According to Year Level

YEAR LEVEL FREQUENCY PERCENTAGE

3rd Year 60 77.92%

4th Year 17 22.08%

Total 77 100%

Table 1.3 revealed that the majority of the students who took part in the study were 3rd year

which has 77.92% while 22.08% of the students were 4th year

2. What are the reading habits of the BSA students?

1.1 Reading Habits

1.2 Reading preferences

 Presented in Table 2.1 the summary of the frequency distribution of respondents’ reading

habits.

Table 2.1

Frequency Distribution of the Respondents’ Reading Habits

FREQUENCY OF RESPONSES

A. READING HABITS YES NO

Read books, newspapers, e-books 74 3

Read in advance 45 32

Find reading fun 55 22

Have a reading strategy 60 17

Practice your reading habits

22 38
consistently

Table 2.2 shows the frequency distribution of the items on the reading habits of students

as follows:

1. Read books, newspapers, e-books – 74 students read books while 3 does not read.

2. Read in advance - 45 respondents read in advance while 32 respondents do not read in

advance.

3. Find reading fun - Out of 77 respondents, 55 find reading fun while 22 does not.

4. Have a reading strategy - 60 respondents have a reading strategy while 17 does not

have.
 5. Practice reading habits consistently - 22 respondents consistently practice reading their

reading habits while 38 does not.

Presented in Table 2.2 the summary of the frequency Distribution of respondents’ reading

preferences.

Table 2.2

Frequency Distribution of the Respondents’ Reading Preferences

B. READING PREFERENCES FREQUENCY OF RESPONSES

1. Do you prefer to read with a

group or alone?

Alone 68

With a group 10

2. How many times do you read?

Every day of the week 10

At least 4 times per week 19

At least 2 times per week. 21

When it is required in school. 25

I read as little as possible, I don’t like

2
reading.

3. How much of your time do you

spend reading?

About 15 minutes 0

About a half hour 8

About an hour 18

More than an hour 50

None of the above 1

4. What time of the day do you

usually read?

Morning 22

Lunch 4

Evening 53

Before I go to school 14

After I go to school 6

While I am in school 11

5. What kind of format do you prefer

when reading?

Reading from a print book 58

Reading from an e-reader device 2

Reading from a device such as

cellphones, tablet, laptop, personal

computer and etc. 19

Handouts given by a professor 43

6. How do you make your reading

entertaining?

Listening to music 44

Eating foods 23
Highlighting 32

Reading in a cafe or while drinking

coffee 33

Reading in nature 6

Reading with friends 5

None of the above 4

7. Among these choices, what

motivates you?

School assignments/home works 41

Personally (self-information) 30

Enjoyment 28

Relaxation 27

To pass an upcoming examination 60

None of the above 2

When it is required in school. 25

I read as little as possible, I don’t like

2
reading.
 Table 2.2 shows the frequency distribution of the items on the reading preferences of

students as follows:

1. Preference of the students to read alone or to read with a group - 68 student preferred to

study alone while 10 likes to study with a group.

2. Times the student read - 25 students read only when it is required in school, 21 students

at least read 2 times a week, 19 students read at least 4 times a week, 10 of the

respondents read every day of the week while 2 students read as little as possible.

3. The time spent by the student reading - none of the respondents read about 15 minutes,

50 students read more than 1 hour, 18 students read about an hour, 8 of the respondents

read about half an hour while 1 student answered none of the choices given.

4. Time of the day student usually read - 53 students preferred to study in the evening, 22

students usually study in the morning, 14 students read before to go to school, 11 students

read while in school, 6 students read after they go to school, while 4 students read at

lunch.

5. Kind of format the student prefers when reading - 58 students prefers to read from a

print/printed book, 43 students prefers to read the handouts given by the students’

professor, 19 students read from a device.

6. How the student makes reading entertaining - 44 students listens to music to make

reading entertaining, 33 students prefers to read while drinking a coffee in a café, 32

students makes their reading entertaining by highlighting the text, 23 students eat food

while reading, 6 students that reading is their nature, 5 students prefers to read with

friends, while 4 answered none of the choices given.

 7. Motivation of the student to read – 60 students read to pass an upcoming examination, 41

students read for school assignments, 30 students read for self-information, 28 students

read for enjoyment, while 27 students read for relaxation. This implies that most of the

respondents engaged in reading mainly to pass their exams. This revelation confirms the

findings in Table 2.2 question number 5 where majority of the respondents read handouts

given by a professor.

3. What are the reading techniques of the BSA students?

The presentation of the summary of the Mean scores and Descriptive Interpretation

on the Reading Techniques of the respondents is presented in Table 3.

Table 3

Mean Scores and Descriptive Interpretation on the

Reading Techniques of the Respondents

STATEMENTS MEAN DESCRIPTIVE

SCORES INTERPRETATION

1. I grasp the main idea of the material while

2.29 Agree
reading.

2. I predict the main idea of the whole

2.71 Neutral
passage from its title or subtitles.
3. I try to guess the main ideas of the text on

the basis of pictures, charts, figures or key

words. 2.51 Agree

4. I try to understand complicated sentences

by analysing their structure and grasp the

general idea before going to read the next

sentence. 2.35 Agree

5. I use simple words to replace difficult ones

in sentence understanding. 1.99 Agree

6. I use advance reading strategy throughout

2.70 Neutral
my college days.

7. Advance reading helps me improve in my

2.56 Agree
academic performance.

8. Listening to the professor first before

reading is an efficient and effective

reading strategy. 2.34 Agree

9. Listening to the professor first before

reading help me improve in my academic

performance. 2.34 Agree

 10. I use mnemonic devices (e.g. creating a

song, a rhyme, or an acronym) in studying

my lessons to easily remember what I have

read. 2.18 Agree

11. I repeatedly recall what I have read to

2.32 Agree
strengthen my memory retention.

12. I often have trouble remembering what I

have read. 2.69 Neutral

Overall rating 2.41 Neutral

Legend:

RANGE DESCRIPTIVE

INTERPRETATION

1.00 – 1.80 Strongly Agree

1.81 – 2.60 Agree

2.61 – 3.40 Neutral

3.41 – 4.20 Disagree

4.21 – 5.00 Strongly Disagree

Based on Table 3, it shows Mean and Descriptive Interpretation on the Reading Techniques

of the Respondents as follows:

 Grasp the main idea of the material while reading, the mean is 2.29 with a descriptive

interpretation of agree; Predict the main idea of the whole passage from its title or subtitles, the

mean is 2.71 with a descriptive interpretation of neutral; Try to guess the main ideas of the text on

the basis of pictures, charts, figures or key words, the mean is 2.51 with a descriptive interpretation

of agree; Try to understand complicated sentences by analyzing their structure and grasp the

general idea before going to read the next sentence, the mean is 2.35 with a descriptive

interpretation of agree; Use simple words to replace difficult ones in sentence understanding, the

mean is 1.99 with a descriptive interpretation of agree; I use advance reading strategy throughout

my college days, the mean is 2.70 with a descriptive interpretation of neutral; Advance reading

helps me improve in my academic performance, the mean is 2.56 with a descriptive interpretation

of agree; Listening to the professor first before reading is an efficient and effective reading

strategy, the mean is 2.34 with a descriptive interpretation of agree; Listening to the professor first

before reading help me improve in my academic performance, the mean is with a descriptive

interpretation of 2.34 agree; Use mnemonic devices in studying my lessons to easily remember

what have read, the mean is 2.18 with a descriptive interpretation of agree; Repeatedly recall what

I have read to strengthen my memory retention, the mean is 2.32 with a descriptive interpretation

of agree; I often have trouble remembering what I have read, the mean is 2.69 with a descriptive

interpretation neutral.

4. How do we relate the reading habits and techniques to the academic performance of

the BSA students?

The presentation of the summary of the Mean scores and Descriptive Interpretation on the

Reading Techniques of the respondents is presented in Table 4.

Table 4
 Mean Scores and Descriptive Interpretation on the

Reading Techniques of the Respondents

Frequency of Responses

B. Reading Habits YES NO

74 3
Read books, newspapers, e-books
GWA: 1.87 GWA: 2.17

Agreed in most of the Reading Techniques identified with a Mean score of 2.396

45 32

Reads in advance GWA: 1.82 GWA: 1.98

Agreed in most of the Reading Techniques identified with a Mean score of 2.25

55 22

Finds reading fun GWA: 1.89 GWA: 1.88

Agreed in most of the Reading Techniques identified with a Mean score of 2.27

60 17
Have a reading strategy
GWA:1.88 GWA:1.91

Agreed in most of the Reading Techniques identified with a Mean score of 2.40

Practice your reading habits 22 38

consistently GWA:1.89 GWA:1.87

Agreed in most of the Reading Techniques identified with a Mean score of 2.27
Based on Table 4, it shows the correlation of the reading habits and reading techniques with the

performance of the student through measurement of GWA. Majority of the respondents answered

yes in reading books, newspaper, ebook with a mean score 2.93 in relation with reading technique

and a higher result of gwa compared to the respondents that answered no. A better result of gwa

was found for the majority who answered yes when reading in advance, .16 higher than those who

do not read in advance it also has an agreed mean score of 2.25. If asked if reading is fun, a total

of 55 out of the 77 respondents answered yes but has a lower gwa of 1.89 compared to the 22

respondents that answered no having an average gwa of 1.88, it also has an agreed mean score of

2.27. 60 of the respondents answered yes when asked if they have a reading strategy but only 22

of those are practicing it consistently. Having a reading strategy resulted to an average gwa of

1.88, higher than those not having a reading strategy that has an average gwa of 1.91 it also shows

an agreed mean score of 2.40. The respondents that answered no in practicing their reading strategy

consistently resulted to higher gwa of 1.87. It shows an agreed mean score of 2.27 when asked if

reading strategy are being practiced with consistency.

5. Is there a significant relationship between the reading habits and techniques of BSA

students to their academic performance?

 The presentation of the test of significant relationship between the reading habits

and techniques of the respondents in relation to their academic performance is shown below

in Table 5.

Table 5

Test of significant relationship between Reading Habits and Techniques of BSA students

in relation to their academic performance

Academic Computed Computed

performance R Value Critical

(T Stat) Value Condition Decision

Reading 0.95

Habits and (High

Techniques Correlation) 26.55 0.781 F > Crit Significant

Based on Table 5, it shows the information given on the test of significant relationship of

the reading habits and techniques of the respondents in consonance to their academic

performance. The computed value is 26.55 for the T stat. The critical value is .781 which is

significant. .95 is computed as the correlation coefficient which indicates a high correlation.

Therefore, the null hypothesis is rejected. This means that from the computed values, a

significant relationship between reading habits and techniques in consonance to the academic

performance of the respondents can be inferred.