Republic of the Philippines

Department of Education
MIMAROPA Region
Division of Occidental Mindoro
PEDRO T. MENDIOLA [Link] NATIONAL HIGH SCHOOL
Bagong Sikat, San Jose, Occidental Mindoro

READING PROFILE OF JUNIOR HIGH SCHOOL STUDENTS OF PEDRO T.

MENDIOLA SR. MEMORIAL NATIONAL HIGH SCHOOL: BASIS FOR
SCHOOL- BASED READING INTERVENTION

A Basic Research

JOSIE [Link]
Teacher III
ESTRELLA [Link]-PICCIO
Teacher III
JORGE [Link]
Teacher I

1
INTRODUCTION
Having reading become a habit and sustaining it throughout life is among the
basic objectives of education. A habit is a characteristic behavioral pattern that is learnt
and reinforced in a manner realized in every case automatically (Blaha & Bennett,
1993:86). Habits enter our lives at a slow pace and become established after a certain
period. If habits are not quitted, in time they become needs (Aksaçlıoğlu, 2005). When
reading, which is the basic manner of acquiring information, is transformed into a habit,
another notion called “reading habit” comes into being.
Accordingly, attitude towards reading caused by training, motivation or the
availability of the resources. Middle class family provides books for their children
because they have the money while poor families rarely buy books for their children.
These questions help the researcher formulate this problem and contributed to the
question if socio economics status has a relation to the attitude of reading among
children. Readers need to develop the love in reading. In order for them to have a skill in
reading student should read often. They can only obtain this if they like to read. Rowerd
(2005) stated that in order for students to develop into effective readers, they must
process readers, they must process both the skill and the will to read.
The habit of reading is the basis of lifelong learning. For the purpose of the

individual being someone that learns throughout his/her life, it is necessary for the act of

reading to be conducted regularly throughout life (Odabaş, Odabaş & Polat, 2008).

General reading attitude is defined as reading material characteristic of most types

of reading; readings which enhance personal growth and self‐fulfillment. Academic

attitude toward reading material is defined as reading for the acquisition of knowledge

about content areas, correct language usage, and understanding grammar [ CITATION

Moo10 \l 1033 ]

Attitude exerts a great influence on reading, language learning and general

academic work (Blair, Jones and Simpson, 1975). The scholars maintain that if learners

2
have a positive attitude about teachers and like school work, they will most likely

experience some success and through reinforcement, will work more effectively and

achieve more nearly to their capacity. Conversely, a negative attitude usually signifies

that their interests and energies are aimed elsewhere. Attitude, as it relates to reading is a

state of mind accompanied by feelings and emotions which that make reading more or

less probable (Smith 1990).

In the 2018 Programme for International Student Assessment (PISA), reported

that among 79 participating countries, the Philippines scored the lowest in reading

comprehension. Similar studies show that reading for pleasure makes a big difference to

children’s educational performance. Likewise, evidence suggests that children who read

for enjoyment everyday not only perform better in reading tests than those who do not,

but also develop a broader vocabulary, increased general knowledge and a better

understanding of the cultures. In fact, reading for pleasure is more likely to determine

whether a child does well at school than their social or economic background.

Based on the PHIL-IRI results in English of Junior High School Students of

PTMSMNHS for the School Year 2019-2020 showed that there were frustrated readers

among the students tested.

This research is concerned on how reading habits are being formed as the

researchers are direct witnesses to the deteriorating interests of the students in physical

reading in school. As the students are exposed to the high technology of gadgets, where

audio visual learning is better appreciated, the art and passion for reading has taken the

backseat.

The researchers as part of the academic force of the Pedro T. Mendiola Sr.

3
Memorial National High School identified the need to realize how reading habits is

related to the reading attitudes and problems in reading of the students, especially among

the junior high school. In the recent years, more emphasis has been given on the role of

the learner in the language learning process considering that language learning is

primarily a learner’s oriented activity. Thus, learners’ needs and interests should be taken

into consideration for effective language learning and teaching to take place. One

significant area where learners’ preferences influence their learning can be seen in

reading [ CITATION Moh11 \l 1033 ]. The students are believed to be confronted with new

ways of learning, and thus, needed to be reinforced with a fuller and better understanding

of their lessons. In any academic or higher learning context, reading is perceived as the

most prominent academic language skill for all second and foreign language learners.

Reading has increasingly been the object of empirical and theoretical investigations since

a long past [ CITATION Lon12 \l 1033 ]. It is through reading that these learners learn new

information and become able to synthesize, evaluate and interpret in order to learn more

about their subject matter [ CITATION Moh11 \l 1033 ]. 

Thus, with this study, it was further hoped to find out how the school is able to

come up with a comprehensive yet focused approach in assisting the students in

improving their reading by force of habit and improvements of attitudes towards reading.

Just like with other studies that have been undertaken by various writers, this researcher

would like to investigate the same line of inquiry placed in the Philippine setting, thus,

this study.

Literature Review

4
 Reading

The definition of reading has undergone through many changes. In the past,

reading simply meant to extract visual information from any given codes or systems.

However, thereafter, reading became much more complex and involved the

understanding of a whole text composed of written signs. Thus, reading is the ability to

recognize, and examine words or sentences and understand the information within. It is a

cognitive process of understanding a written linguistic message and to examine and grasp

the meaning of written or printed characters, words or sentences [ CITATION Liu10 \l 1033 ]

It is commonly recognized that there are different levels or strands of

understanding or comprehension of a text. Distinctions are made between literal,

inferential, and critical understanding.

A literal understanding is an understanding of meanings that are directly stated in

text, or an understanding of the main implications. Comprehension at this level involves

surface meanings, readers find information and ideas that are explicitly stated in the text.

The second level is inferential or interpretive understanding. At this level, readers go

beyond what is said and read for deeper meanings. Readers must read carefully and

analyze what they have read, they need to be able to see relationships among ideas and

for example, how ideas go together, and also see the implied meanings of these ideas. It

is obvious that before readers can do this, they have to first understand the ideas that are

stated (literal understanding). Inferential comprehension includes thinking processes such

as drawing conclusions, making generalizations and predicting outcomes. Finally, the

third level is critical reading whereby ideas and information are evaluated. Critical

evaluation occurs only after readers have understood the ideas and information that the

5
writer has presented. However, appreciative comprehension should be added here, which

is reading in order to gain an emotional or other kind of valued response from a passage.

However, just as Alderson (2000) notes, although intuitively appealing, such distinctions

among levels of understanding are not always easy to define, since language is rarely

completely explicit, normal language processing requires the reader to make inferences.

The three levels are not distinct.

Reading Habits
Reading habit influences in the promotion of one's personal development in

particular and social progress in general. Therefore, 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 [ CITATION Iss12 \l 1033 ]. Through

regular and systematic reading, the intellect is better harnessed coupled with the

refinement of the emotions. Particularly, it improves the choices and tastes for better

learning materials.

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

for passing examinations, getting information, improve general knowledge and

entertainment. In corroborating this assertion, Kumar, Ansari and Shukia (2010) reported

that the major purposes of reading among senior secondary school students in India are

for getting information and to improve general knowledge. Thus, good reading habits is

an asset to students because it enables students to achieve excellent academic

performance in their studies while bad reading habit constitutes constraints to learning

and achievement leading to failure. Also, observations have revealed that students with

6
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. The acquisition of favourable 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 of active mental

process, development of fundamental skills, vocabulary improvement, insight into other

cultures and places, concentration and memory improvement, self-esteem building and

development of independent learning ability [ CITATION Ain11 \l 1033 ]

Furthermore, there is an opportunity to provide a better perspective about one's

lifestyle which prepares a person for a better social, cultural, and political participation

[ CITATION Lon12 \l 1033 ] . As Sir Richard Steele has logically quoted, "Reading is to mind

what exercise is to body".

Accordingly, attitude towards reading caused by training, motivation or the

availability of the resources. Middle class family provides books for their children

because they have the money while poor families rarely buy books for their

children[ CITATION Jum18 \l 1033 ].

Therefore, habits and attitudes in reading come in place as one is able to

communicate orally and in writing, one must first know what to write about. And with

that, comprehension of the subject matter becomes significant.

Demographic Profiles

Age/Gender

7
 The Frequency of Reading and Writing Habits predicted both speed and accuracy

on the Hayling Test, for which speed and accuracy scores were also partly explained by

age and education, respectively (Cotrena, etal 2015)

In a study, it showed that some differences in reading habits and attitudes

were also observed between male and female participants [ CITATION Kar13 \l 1033 ].

Parents’ Background

It was observed that, the acquisition of good reading habit has a beneficial effect

on all subjects. Some of these studies established that students who have a low

background status have negative attitude to reading and are more likely to have poor

reading habits. According to these studies, the economic hardships that are caused by low

background status lead to disruptions in parenting and increased amount of family

conflicts, and an increased likelihood of depression in parenting households (Fosudo,

2010)

The results of the study revealed that the secondary school students’ demonstrate

high interest in reading as revealed by their keenness in reading and that the students read

mainly for the purposes of passing examination, getting information, personal

development, and knowledge acquisition. The results of the study also revealed that

family income and father’s occupation are the only background factors that positively

affect or influence reading habits of secondary school students. On the other hand,

findings from the study revealed that background factors when taken together do not

significantly jointly affect reading habits of students[ CITATION Ara18 \l 1033 ]

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 Background socio-economic conditions are significant for reading habit

formation. It is not out of place to imagine that students’ socioeconomic background can

have possible effects on their reading habits formation (Geske and Ozola 2008). Other

researchers have reiterated that continuous and regular progress in education among

secondary school students is dependent on their reading habits and that several personal,

environmental, and institutional factors relate to predict the reading habit formation

among secondary school students.

Kursch, I.,de Jong, J & et al.(2013) stated that students whose parents have the

lowest occupational status but who are highly engage in reading obtain higher reading

scores than students whose parent have high or medium occupational status. In this

related literature, it shows that whatever status in the economy has if the child is provided

and motivated by his parents the positive attitude of the students will be developed..

Williams (2010) figured that middle class pupil do better because parents and

schools put more effort into their education. Parents in the middle class gives importance

to education and also they can afford it. They can give the needs of their children in

school and in their home.

The background factors of students have been suggested to have ability to

influence the reading habits of students. Also, it is not out of place to imagine that

parental socio–economic background can have possible effects on the academic

achievement of children in school. Whatsoever affect the developmental environment of

children would possibly affect their education or disposition to it. Parental status is one of

such variables. Parents of different occupational classes often have different styles of

child rearing, different ways of disciplining their children and different ways of reacting

9
to their children (Adetunji, 2007). According to him these differences do not express

themselves consistently as expected in the case of every family but rather they influence

the average tendencies of families for different occupational classes. In a previous local

finding in Nigeria, Oni (2007) and Omoegun (2007) reported that there is significant

difference between the rates of reading among students from high and low socio–

economic statuses. According to Ogunsola and Adewale (2012) it is not out of place to

imagine that students’ parental background can have possible effects on their reading

habits. Also, Bas (2012) study revealed that attitudes of high school students towards

reading differed significantly in relation to father’s and mother’s educational level in

favour of students whose fathers and mother had high school and/or graduate level of

education in the study.

In the study of Kolawole (2015), it showed that the fathers and mothers were

illiterates and/or had elementary school level of education. The findings from Bas (2012)

corroborated other studies such as Keleş (2006) and Anastasiadou (2009) that also found

out in their studies that reading attitudes of students differed significantly in terms of

father’s and mother’s educational level. This specifically established the fact that

socioeconomic background factors of parents such as educational level does affect the

habits that students exhibits towards reading

Types of Reading Materials

Newspapers, magazines, and bestsellers were the most popular reading materials,

but manga (graphic novels) had medium popularity [ CITATION Che11 \l 1033 ]. On the

other hand, another study found out that the web site is seen as an increasingly

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important reading source [ CITATION Kar13 \l 1033 ]. Significant differences exist

between academic programs and types of reading materials and reading resources

particularly use the web sites [ CITATION Kar13 \l 1033 ]. It was therefore found out that

the web site is seen as an increasingly important reading source. Significant

differences exist between academic programs and types of reading materials and

reading resources particularly use the web sites [ CITATION Kar13 \l 1033 ]

It is through reading that learners learn new information and become able to

synthesize, evaluate and interpret in order to learn more about their subject matter.

Pursuing a postgraduate study requires extensive reading practices which will enable the

learners to extend their literacy development.  His study examines the reading habits and

preferences of a group of EFL graduate students [ CITATION Noo11 \l 1033 ] . Data was

collected through a questionnaire and analyzed quantitatively. The findings will report

on: i) the types of reading materials preferred ii) reasons for reading and iii) the preferred

language for reading. To conclude, the paper further discussed the implications of the

findings in terms of instructional materials development within an EFL context.

Time Spent in Reading

In the study of Chen (2011), he mentioned that the Chinese people have great

regard for those who read widely, yet little is known of the extracurricular reading

behaviors of Chinese students. His study drew on data from two national surveys to

investigate the amount of time Taiwanese college students spend on extracurricular

11
reading. Findings are interpreted in relation to prior research on the reading habits of

college students internationally. The study found that Female students on average did not

spend more time on extracurricular reading than males. Aside from that, he also found

out that students from public institutions, who generally have higher academic

competence, did not spend more time reading than students from private institutions; and

Education majors spent the least time on extracurricular reading. It was also found out

that cross-cultural differences might have an impact on the amount of time spent reading

and on reading interests [ CITATION Che11 \l 1033 ]

Tella & Akande (2007) disclose that the majority of the students (53.3%) spent

between 1-2 hours per day on reading; another was the report of The Department of

Education, Hong Kong (2001) points out that the students are spending 2 or more hours

on reading in a week.

Furthermore, in the study of Fosudo (2018), he revealed that the students use their

leisure/spare period to read, and read in isolation and are not fulfilled until they have read

in a day. The implication to be drawn from this is that the senior secondary school

students have a favorable reading pattern and consider reading as very important to their

personal development, information and knowledge acquisition

Further, he highlighted that the parents of the students were found to have

qualifications such ranging from Diploma to PhD. Furthermore, findings from the study

established that students with high socio-economic background are not favorably

disposed to reading. This may mean that high socio-economic background is a

predisposing factor to negative reading habit due to the fact that those students with high

socioeconomic background are pre-occupied with other activities that distract them from

12
reading. One of these distracting factors may be access to social media. Findings from the

study revealed a negative relationship between parents’ educational level and reading

habit which means that students’ from lowly educated parents’ are more favorably

disposed to reading than those from highly educated parents.

This is in contrast with Bas (2012) study which reported significant difference in

the attitudes of high school students towards reading in favour of students whose fathers

and mother had high school and/or graduate level of education in the study. These results

obtained in the research were for the disadvantage of students whose father and mothers

were illiterates and/or had elementary school level of education [CITATION Bas13 \l 1033 ]

Frequency of Reading

The aim of the study entitled The Predictive Impact of Biological and

Sociocultural Factors on Executive Processing: The Role of Age, Education, and

Frequency of Reading and Writing Habits [ CITATION Cot15 \l 1033 ] , was to evaluate

whether the age, education, and frequency of reading and writing habits (FRWH) of

healthy adults could predict their performance on measures of inhibition and cognitive

flexibility. Inhibition speed, inhibitory control, and set shifting were assessed using

speed, accuracy, and discrepancy scores on the Trail-Making Test (TMT) and Hayling

Test (Cotrena, etal 2015).

Demographic characteristics and the Frequecy of Reading and Writing Habits

were assessed using specialized questionnaires [ CITATION Cot15 \l 1033 ] . This highlights

the importance of regular cognitive stimulation over the number of years of formal

education on EF tasks. In his recommendations, further studies are required to investigate

13
the role of the FRWH so as to better comprehend its relationship with EF and general

cognition (Cotrena, etal 2015).

Another study evaluated the influence of the frequency of reading and writing

habits (RWH) associated with education on the performance of adults in brief

neuropsychological tasks. In this study a battery of questionnaires was developed to

briefly examine orientation, attention, perception, memory, arithmetic abilities, language,

praxis, and executive functions, in the context of Brazilian culture [ CITATION Pal12 \l 1033

]. Education was measured by years of study in teaching institutions, and the frequency of

RWH was measured by a scale for specific reading and writing items. Finally, results

showed that the frequency of RWH to performance in attention, working memory,

executive functions, and language tasks. Cognitive stimulation after the formal education

period is essential for less educated individuals, and frequency of RWH may promote an

improvement in cognitive development, as verified by neuropsychological tests

(Palowski, etal. 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 [ CITATION Nna08 \l 1033 ]

Genre of Reading Materials

In the same study conducted by McGeown, etal (2015), of all the reading habits,

14
only fiction book reading emerged as a consistent predictor of variation in the different

reading skills, after accounting for the other reading abilities. On the other hand, Lone

(2012), has concluded that the breakdown of the responses in his study indicated that

(69.8%) of the respondents spend this 28.6% of time on literary works, on newspapers

and (25.4%) on novels.[ CITATION McG151 \l 1033 ]

READING ATTITUDES

There are widespread assumptions and convictions about the importance of

positive attitudes for the acquisition of reading skills, and the importance of the teacher in

promoting such attitudes in pupils. [ CITATION Sch14 \l 1033 ]

General reading attitude is defined as reading material characteristic of most types

of reading; readings which enhance personal growth and self‐fulfillment. Academic

attitude toward reading material is defined as reading for the acquisition of knowledge

about content areas, correct language usage, and understanding grammar [ CITATION

Moo10 \l 1033 ]

Vocational attitude toward reading material is defined as reading material which

has as its goal the preparation of readers for the world of work; readings directly related

to applying for and maintaining a job [ CITATION Moo10 \l 1033 ].

In the study conducted by Moore & Lemons (2010), it was found out that the

relationship between measured attitude toward general, academic, and vocational reading

and stated attitude toward general, academic, and vocational reading material was

significant. The relationship between measured attitude toward general, academic, and

vocational reading material and actual selection of that material was also significant.

15
There was no significant relationship between stated attitude toward general, academic,

and vocational reading material and actual selection of that type of reading material.  On

the other, hand, it is said that attitude toward reading affects student's achievement. While

conventional wisdom and comparisons with low-skilled, non-disabled students suggest

that students with learning disabilities have negative attitudes toward reading, few studies

exist to support these inferences[ CITATION Laz10 \l 1033 ].

Research Questions

Generally, the researchers of this study sought to find out the reading profile of

Junior High School Students of Pedro T. Mendiola Sr. Memorial National High School

which will serve as basis for school-based reading intervention.

Specifically, this study sought to answer the following questions:

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

a. Age

b. Sex

16
 c. Parents’ Educational Background

2. What is the attitude of the respondents towards reading?

3. What is the reading habits of Junior High School students in terms of:

a. Number of hours spent in reading in a day

b. Preferred reading time

c. Availability of the reading materials

d. Types of reading materials used

e. Genres of Interest

4. Is there a significant difference between the PHIL-IRI results in English to the

reading habits of the students?

Scope and Limitation

The main purpose of this research is to know the reading profile of Junior

High School students at PTMSMNHS in San Jose, Occidental Mindoro. This

study covered the school year 2019-2020.

Theoretical framework

This study is anchored on the reading profile of Junior High School Students of Pedro T.

17
Mendiola Sr. Memoril National High School: Basis for School-Based Reading

Intervention in using print materials.

Traditional theories approach reading as a process of comprehending

words, then comprehending the relations between the words in a sentence, and

finally uttering them or realizing them in silent speech. Methods like ‘look-say’,

‘whole word’ or phonic method are based on the presented view. Such techniques

are very often equated with meaning-emphasis approaches. Words which are

supposed to be new for the reader are displayed on flash cards before embarking

on reading. Such a process is considered to facilitate text comprehension. But at

the same time it is also heavily criticized, as the words on flash cards are devoid

of context, which is the key to proper understanding and then using the words.

To put it differently, Milone (2011) emphasized that electronic reading

devices are increasing in popularity, both for personal use and in education, and

the trend is undoubtedly going to continue over the coming years. Some of these

devices are dedicated e-readers and electronic devices including tablet or laptop

computers, smartphones, game consoles, and even desktop computers. Of the

devices, dedicated e-readers and tablet computers provide an experience that is

most homologous to reading a traditional print book.

The researchers contrast to some researches assessed the general value of

ESL / EFL software programs for improving reading comprehension and

vocabulary (Busch,2003; McGlinn and Parrish, 2002). Despite the fact that there

are emerging new ways and technologically-enhanced materials, teachers

shouldn’t forget that print materials still bring in benefits to students learning. 

18
Print materials can serve as a reference when students review previously learned

information.  Through the readings, there is a significant strength in using print

materials is linked to the students’ participation in learning.  Students can control

the pace of their involvement in the learning process.  Students can pause if

there’s a need to consult reference materials and make clarifications about the

lesson discussed.  However, print materials may also have its drawback; i.e.,

learning may possibly become passive.  Teachers should make sure that print

materials will appear interesting to students considering that graphics in print

materials are static.  Teachers should also be wary in the selection and utilization

of print materials because most likely such materials are rarely in sync to the

learning needs of the students.

Furthermore, Winch et al, (2012) propose that “Metacognitive reading

strategies provide access to the understanding of text”, “because they not only tell

us what the strategies are, but how and when to use them when we read” (p.90).

One of the key principles of constructivism is that students are self directed in

their learning and students need knowledge about how to monitor their cognitive

resources (metacognition) and how they learn (metalearning). (McInerney,1998, p

98). Metagognitive strategies makes an executive reader (Winch et al, 2012).

Lastly, much of the literature reviewed for this research concludes that

background knowledge and prior knowledge (world knowledge) help make

connections and is a vital prerequisite for reading comprehension. (Van Keer &

Vanderlinde, 2013; Dewitz & Dewitz, 2003; Winch et al, 2012; Oczkus, 2004;

Duke & Pearson, 2002; Luke et al, 2011; Fountas & Pinnell, 2010). This

19
knowledge helps students; describe the information and understand what is being

read; helps draw conclusions, interpret, form opinions and predict (Keene, 2001).

It has been described by Stanovich (2004, cited in Winch et al, 2012), as being

similar to the ‘Matthew effect’, the rich-get-richer phenomenon.

In a nutshell, environmental, social, personal and intellectual factors have

implications for the success of reading comprehension. (Wooley, 2008; Hirsch,

2003). These factors in some way share the background knowledge concept of

relating to the success of reading comprehension. Hirsch (2003) mentions a study

about the ‘fourth grade slump’. Jeanne Chall’s research concluded that some

students from predominantly low income backgrounds showed a learning slump

once in the middle to upper primary school years, scores began a steady drop,

which she believes is caused by a large language deficit. Ehri and McCormack

(1998, cited in Woolley, 2008) ‘maintains that progress in reading beyond the

early stages is dependent on oral language development’ (p.53 ). Luke,et al

(2011) article defines comprehension as a pragmatic social and intellectual

practice and goes on to explain that ‘cultural and intellectual worlds are keys to

sustainable achievement gains’ (p. 149). ‘Instruction begins from an

acknowledgement of diverse ’funds of knowledge’ (p.153 ) (Gonzalez et al,

2001,cited in Luke et al, 2011) and also argues that direct instruction in English,

vocabulary, and a focus on background knowledge & metacognitive strategies is

necessary to improve comprehension outcomes’.

Conceptual Model

20
 Research Paradigm

This research entitled “Reading Profile of Junior High School Students of

Pedro T. Mendiola Sr. Memorial National high School: Basis for School-Based

Reading Intervention” presents the research paradigm as follows:

INPUT PROCESS OUTPUT

1. Demographic
profile in terms
of: Plan of
1. Action:
a. Age
Survey Develo
b. Sex questio ped
nnaires Instruc
c. Parents’
Educational 2. Phil- tional
Background IRI Modul
results e in
2. Reading English
in
habits to
English
3. Reading serve

Research Methodology

This section presented the research design , sampling population, data collection,
research instrument, reliability, validity and statistical treatment of data used.

Research Design

The researchers used the descriptive method to assess the reading

21
profile of Junior High School Students of PTMSMNHS in order to have basis for
school-based reading intervention program.

Respondents of the Study

The researchers of this study used random sampling among Junior

High School Students of PTMSMNHS.

Data Collection
Letter of permissions was sent to the PTMSMNHS through direct approach.

The data was collected from the participants through the same procedure. Survey

form was addressed to the school head who gave permission to the students to

answer the questionnaire.

Ethical Issues
The researchers used the APA or American Psychological Association Format

to give credit the sources of the readings utilized by the researchers. In order to

protect the respondents of this study, the researchers revealed the names or

identities of respondents or schools in which they are affiliated. Identities should

be remained anonymous throughout the study, and all data should be destroyed

after analysis. The respondent’s privacy would be respected and every bits of

information they give would be treated as confidential matter and will never

revealed.

The researchers sought the permissions of the principal of the schools

prior to the conduct of this study.

22
Statistical Treatment
The researchers of this study used the following statistical tools to answer

the research questions stated.

a. Frequency and Percentage Distribution

___
Formula: X = ∑fx
N
___
Where: : X - Mean

∑ - summation of

f- frequency of scores

N- Number of population

b. Five-point Likert Scale in interpreting the obtained data

5 – Strongly Agree ( SA)

4- Highly Agree ( HA)

3 - Agree (A)
2 - Disagree (D)
1- Strongly Disagree ( SD)

c. t-test was used to find out if there is a significant difference between the PHIL-
IRI Xresults in English and the reading habits of the respondents.

Formula:

Where:
t = t-test symbol

23
 __
X1 = mean of first group
__ __
( X1 – X2) = difference between mean scores fraction

_______ = fraction

√ ❑=square root symbol

S12 - Standard deviation of second group divided by the number of
population
N2

Results and Discussion

24
 This part of the research included the findings of the study with

corresponding interpretations. The data were analyzed and interpreted, so that

conclusions and recommendations drawn from the study.

R.Q 1. What is the demographic profile of the respondents in terms of:

a. age

Table 1 Distribution of Respondents in terms of Age)

Age F % f X

( X) x
17 2 6. 3 1.

6 4 1

7 3
16 4 1 6 2.

3. 4 1

3 3

3
15 1 4 2 7

4 6. 1

6 0

7
14 4 1 5 1.

3. 6 8

3 7

3
13 6 2 7 2.

0 8 6

25
 Tot 3 1 4 1

al 0 0 4 4.

0 2 7

It shows that there were two respondents (6.67 %) whose age is 17; four respondents

(13.33 %) belong to age 16 and 14 respectively; fourteen respondents (46.67 %) belong to

age 15; and six respondents (20.00 %) belong to 13 years of age. It reveals that majority of

the respondents belong to 15 years of age.

(Cotrena, [Link] 2015) cited that the frequency of reading and writing habits predicted

both speed and accuracy on the Hayling test, for which speed and accuracy scores can be

explained by age and education as well.

b. Sex

Table 2 Distribution of Respondents in terms of Sex

Sex F %
Male 11 36.67
Female 19 63.33
Total 30 100

Table 2 presents the frequency and percentage distribution of respondents in

terms of sex. It shows that there were 11 males (36.67 %) and 19 females (63.33 %) who

comprised the respondents for the study. It reveals that majority of the respondents were

females.

(Karim, Hasan and Sharhriza,2013) cited in their study that some differences in

reading habits and attitudes can be observed between male and female.

26
 c. Schools where Elementary education graduated

Table 3 Distribution of Respondents According to School where Elementary

Education Graduated

School where F %

Elementary

Education

Graduated
Public 29 96.67 %
Private 1 33.33 %
Total 30 100 %
Table 3 presents the frequency and percentage distribution of respondents according to

school where elementary education graduated from.

It shows that 29 respondents (96.67 %) finished their elementary education in public

school while only one respondent (33.33 %) attained his/ her elementary education in private school.

27
 It clearly reveals that majority of the respondents finished their elementary education in

public school which implies that acquiring education in public is much preferable nowadays than in

private school.

d. Parent’s Educational Background

Table 4 Distribution of Respondents According to Parent’s Educational Background

Parent’s F %
Educational
Background
Elementary 10 16.67 %
Level
Elementary 3 5%
Graduate
High School 11 18.33 %
Level
High School 7 11.67 %
Graduate
,/,College 11 18.33 %
Level
College 18 30 %
Graduate
Total 60 100 %

Table 4 presents the frequency and percentage distribution of respondents according to parent’s

educational background.

It shows that ten (10) parents (16.67%) have reached elementary level only; three (3) parents

(5%) were elementary graduate; eleven (11) parents (18.33 %) reached college level education;

while eighteen (18) parents attained baccalaureate degree in college education.

The table reveals that majority of the respondent’s parents have good educational background as

they managed to finish their college education in order to alleviate their socio-economic status.

In relation to this study, Fusad (2010) mentioned that students who have low background status

have negative attitude to reading and are more likely to have poor reading habits which implies
28
 economic hardships that may lead to disruptions in parenting and increased amount of family

conflicts and expressions as well.

According to Gezke and Ozola (2008) the background socio-economic status are significant for

reading habit formation. It implicates that continuous and regular progress in education among

students depends on their reading habits and associated with several personal, environmental and

institutional factors alike.

However, Kursch, I., de Jong, [Link] (2013) stated that students whose parents have the lowest

occupational status but who are highly engage in reading obtain higher reading scores that students

whose parents have high or medium occupational status. Likewise, Williams (2010) stated middle

class pupil do better because parents put more effort into their education.

These imply the importance of giving guidance and motivation by parents towards their children

in order to develop positive attitude in learning and acquiring well-rounded education that they can

be equipped with in the future.

Table 4 Distribution of Respondents in PHIL-IRI ( ENGLISH)

READING LEVEL
G Independe Instructio Frustrati
r nt nal on
a
d
e
s
F % % %
7 4 20 2 100
8 2 25 2 10
9 3 37.5 11 55
10 3 37.5 3 15
7
Total 8 100% 20 100% 2 100%

29
 The number of student-respondents of PHIL-IRI in Table 4 were the same respondents used in

the study. It shows that out of 30 respondents, 8 were independent, 20 were instructional and 2

were in the frustration level.

R.Q.2 What is the reading habits of Junior High School Students in terms of:

a. Number of Hours Spent in Reading

Table 5 Distribution of Respondents According to the Number of Hours spent in Reading

Number of F %
Hours Spent in
Reading
a. I spend more or less an 7 23.33 %
hour.
a. I spend about 2-6 9 30 %
hours.
b. I spend more than 6 2 6.67 %
hours.
c. I do not read regularly. 12 40 %
Total 30 100 %

Table 5 presents the frequency and percentage distribution of respondents according to the

number of hours reading.

It shows that seven (7) respondents spent more or less an hour reading; nine (9) respondents (30

%) spent 2-6 hours a day reading; two (2) respondents (6.67 %) spent more than 6 hours a day

reading; twelve (12) respondents (40%) do not read regularly.

The table reveals that majority of the respondents do not read regularly which implicates that

they were not used in giving time reading, especially, in relation to their studies acquiring better

performance in learning.

b. Preferred Reading Time

Table 6. Distribution of Respondents According to their Preferred Reading

Time

30
Preferred Reading Time F %
a. in the morning 4 8.51
b. only during class hours 7 14.89
c. during break from school 7 14.89
d. in the evening 14 29.79
e. before going to bed 15 31.92
TOTAL 47 100

Table 6 presents the distribution of respondents according to their

preferred reading time.

It shows the respondents’ preferred reading time as follows: four respondents

( 8.51%)like to read in the morning; seven (7) respondents (14.89%) like to read

only during class hours and during break from school respectively; fourteen

respondents (27.79%) preferred to read in the evening while fifteen (15)

respondents respondents (31.92%) preferred to read before going to bed.

The table reveals that most of the respondents like to read in the evening

and before going to bed.

c. Availability of Reading Materials

Table 7. Distribution of Respondents in terms of Availability of the Reading

Materials
Availability of the Reading Materials f %
a. I get available reading materials in 4 9.76
the library
b. I get available reading materials 1 46.34
online 9
c. I get available reading materials 7 17.07
from friends/classmates
d. I get available reading materials 6 14.63
provided by teachers
e. I get available reading materials 5 12.20
from sellers
TOTAL 4 100
1
Table 7 presents the distribution of respondents in terms of availability of

31
the reading materials.

It shows the following, a frequency of 4 or 9.76 % gets available reading

materials in the library; 19 or 46.34 respondents used to get available reading

materials online; 7 or 17.07 % were used to get available reading materials from

friends/ classmates; 6 or 14.63% preferred to get materials provided by teachers

and 5 or 12.20% like to get available reading materials from sellers.

The table presents that most of the respondents like to get reading

materials online.

d. Types of Reading Materials Used

Table 8 Distribution of Respondents According to Types of Reading

Materials Used

Types of Reading Materials F %

a. fiction books 2 25.30

1
b. non-fiction books 8 9.64

32
c. literary works 1 14.46

2
d. newspapers 9 10.84
e. magazines 1 14.46

2
f. reference books 3 3.61
g. journals and articles 4 5
h. e-books 8 9.64
i. articles 6 7.23
Total 8 100

The table 8 shows the distribution of respondents according to types of

reading materials used.

It reveals that 25.30 % used to read fiction books; 9.64% preferred to read

non-fiction books; 14.46% responded to literary works; 10.84% liked reading

newspapers; 14.46% used to get read magazines; 3.61% read reference books, 5%

responded to journals and articles; 9.64 % preferred to read e-books; lastly,

7.23% preferred to read articles.

The table highlighted that the respondents preferred to read fiction books.

e. Genres of interest
Table 9 Distribution of Respondents in Terms of Genres of Interest

Genres of Reading Materials F %

a. literary works 24 11.83
b. history 8 3.94
c. Romance 21 10.35
d. Entertainment-humor 9 4.43
e. psychology 3 1.48

33
f. personal development 4 1.97
g. politics 3 1.48
h. adventure 18 8.87
i. religions 8 3.94
j. crime novel 14 6.90
k. culture and arts 5 2.46
l. scene fiction 14 6.90
m. education 13 6.40
n. philosophy/thought 5 2.46
o. horror 23 11.33
p. popular science 3 1.48
q. sociology 2 0.99
r. economics 1 0.49
s. others 6 2.96
TOTAL 203 100

Table 9 shows the distribution of respondents in terms of genres of

interest. It implies that most of the respondents enjoy reading literary works with

a percentage of 11.83.

RQ3 . What is the attitude of the respondents towards reading?

a. Reading Attitudes towards Personal Experience

Table 10 Distribution of Respondents According to their Reading Attitudes

towards Personal Experience
Towards SA HA A D
Personal (5) (4) (3) (2
Experience )
% % % f
%

1. I fully 18 26.097 24.145 29.41 30

enjoy
reading
during my 13 18.849 31.036 35.29 29
spare time.
2. I am full 21 30.434 13.793 17.65 29
of emotions
every time I 17 24.649 31.033 17.65 22
read.

34
3. I imagine
the things
that I read
with delight.
4. I find
reading to be
part of my
personal
development
.

Total 69 100% 100% 2 100%

Table 10 shows the reading attitudes towards personal experience.

Respondents of 29.41 agreed that they are enjoying reading texts during their

spare time .

Reading is a complex process made up of several interlocking skills and

processes (Tankersley, 2003). These skills and strategies are employed before,

during, and after reading. It is a process by which the reader makes personal

connections with a text to construct meaning. Reading and responding to a text

are integral parts of language learning. Effective readers employ a wide repertoire

of meaning-making (comprehension) strategies that they can use independently

with a range of texts.

b. Reading Attitudes towards Professional Advancement

Table 11: Distribution of Respondents According to their Reading Attitudes

towards Professional Advancement

Towards Professional
Advancement
f f f f f
% % % % %

35
 1.I find reading helpful to 24 4 1
my studies
10 12 7
2. I find reading significant
to my professional
advancement 17 9 3

3. I find reading as a source 18 7 3

of knowledge

4. I like reading books 22 2 5

written by different authors

5. I like reading from online 16 6 6

sources because they are up-
to-date and timely
9 11 7
6. I have my own standards
of choosing my readings
8 13 7
7. I am stimulated with the
words and styles of the
author 11 14 2
8. I am stimulated with the
reviews about the readings 15 8 6

9. I am stimulated with how

the authors convey the 12 14 2
messages

10. I am stimulated with 162 109 49

how the authors convey the
messages

11 I am stimulated with the

cover and other designs of
the Reading materials

Total

Table 11 specifies that 24 respondents find reading helpful to their

studies.. As a result, respondents critical reading comprehension skills and

strategies include the ability to summarize, predict, develop questions, clarify,

36
relate the content of the text to personal experience and knowledge (activate prior

knowledge), construct mental representations of the text, monitor understanding

of the text and determine and connect important ideas to construct meaning

(Collins Block, & Pressley, 2001).

With this, teachers need to explicitly describe these comprehension

strategies and explain to students when and how they should be used. Teachers

also need to model the strategies in action (e.g., by using Think Aloud) strategies

their own.

c. Reading Attitudes Towards Life’s Everyday Encounters

Table 12 Distribution of Respondents According to their Reading Attitudes

Towards Life’s Everyday Encounters

Tow S H A D S
ards A A (3 (2 D
Life (5 ( ) ) (1
’s ) 4 )
Eve )
ryd
ay
Enc
ount
ers

1. I 1 9 6 3
love 1
to 1 9 0
take 1 0
time 0 4 2
to 1
read 1 3 3 1
5
2. I 8 4 1
look 1
forw 7 6 2 7
ard 6
to 1 4

37
ever 7 6
y
opp 7
ortu 0
nity
to
read

3. I
find
read
ing
imp
orta
nt to
my
ever
yday
life

4. I
like
how
boo
ks
and
othe
r
mate
rials
are
writt
en
as
they
relat
e to
my
ever
yday
expe
rien
ces
5. I
am
high

38
ly
moti
vate
d
ever
y
time
I
read

Tota
l

Table 12 shows the distribution of respondents according to their reading

attitudes towards life’s everyday encounters . It reflects that they like how books

and other materials are written as they relate to their everyday experiences and

they are highly motivated every time they read. Therefore, applying schema

theory to L2 reading is possible. Based on the aforementioned ideas, it is obvious

that in order to teach reading effectively, the teacher’s role to activate and build

schemata is paramount. To achieve it, teacher should in advance selet texts that

are relevant to the students’ needs, preferences, individual differences, and

cultures in order to provide meaningful texts so the students understand the

message, which entails activating existing schemata and helping build new

schemata ( Sheridan,1981).

R.Q.4. What are the problems encountered by the respondents on reading in

terms of:

a. Vocabulary
Table 13. Distribution of Respondents According to the Problems
Encountered in terms of Vocabulary

39
 Vocabulary f %

1. I cannot 1 3.33 %
understand the
language
7 23.33 %
2. I cannot
understand the
words being 22 73.33 %
used

3. The words
and sentences
are jargon

Total 30 100 %

b. Topics/ Subjects
Table 14 In terms of Topics/ Subjects

Topics/Subjects F %

4. I am not 1 3.33 %
interested with
the
subject/topic 4 13.33 %

5. I cannot
relate with the 25 83.33 %
story/ situations

6. I have
limited
knowledge on
the topic

40
Total 30 100%

Table 15 in terms of Form

Form f %

7. The 6 20%
narratives are
too long 1 3.33 %

8. The visuals 23 76.67 %

are too boring
30 100 %
9. The formats
are confusing

Total

Table 16 in terms of Time Allotment

Time f %
Allotment
10. Time given 4 13.33 %
to read is too
short
11. There is not 7 23.33 %
much time to
read 12 40 %
12. There are
other things to
do 7 23.33 %

13. 30 100 %
Environment
for reading is
not conducive
Total
Table 13 to 16 determine the problems encountered by the respondents on

reading in terms of vocabulary, topics/ subjects, form, and time allotment and

environment. In vocabulary, 3.33% cannot understand the language, cannot

understand the language, 23.33% cannot understand the words being used and

41
 73.33% have difficulty in the jargon words and sentences.

Specifically, 3.33% of the respondents were not interested with the subject/topic; 13.33

cannot relate with the story/ situations and 83.33 of the respondents have

respondents limited knowledge on the topic.

Furthermore, in terms of form, it shows that 20% of the respondents

identified that the narratives are too long, 3.33% stated that the visuals are too

boring and the formats are confusing with a percentage of 76.67% .

Lastly, in the distribution of respondents according to the problems encountered in time,

it implies that 13.33 % struggled in time given to read; there is not much time to

read revealed 23.33%;40% had difficulty in time management on how to do other

things and 23.33% identified the environment for reading is not conducive.

The Computed T-Value of 0.04 was found out to be insignificant at 0.05

level with degrees of freedom of 29 equivalent `to the tabular value

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This research presents the summary, significant findings with the

corresponding conclusions and recommendations.

42
 Summary of the Findings

This study aimed to find the result of the reading profile of Junior High

School Students of Pedro T. Mendiola Sr. Memorial National High School: Basis

for School- Based Reading Intervention.

The researchers’ study arrived at the following findings:

Part I. DEMOGRAPHIC PROFILE OF THE RESPONDENTS

The researchers studied the demographic profile of the respondents in

terms of age, sex, elementary school graduated and parent’s educational

background. It showed that majority of the respondents belong to 15 years of age,

reveals that majority of the respondents were females and presented that their

parents have good educational background as they managed to finish their college

education in order to alleviate their socio-economic status.

Part II. Distribution of Respondents According to :

a. The Number of Hours spent in Reading

The results on the distribution of respondents according to the number of hours

spent in reading are very apparent. It shows that it is very evident based from the

outcome of the answers of respondent with a percentage of 40% which implies that they

were not used in giving time reading, especially, in relation to their studies acquiring

better performance in learning .

43
 b. Preferred Reading Time

The study reveals that the respondents’ preferred time in reading characterized as

the highest percentage of 31.92%. It only demonstrates that the respondents preferred to

read before going to bed. It reveals that most of the respondent like to read I the evening

and before going to bed.

c. Availability of Reading Materials

The respondents appeal to the availability of reading materials is highly evident

in the use of getting available materials online with a percentage of 46.34.

d.. Types of materials used

In general, the types of materials used appeal to target users is

highly evident stimulate the users to develop interest in fiction books with .07

weighted mean .

e. Genres of Interest

The respondents’ positive attitude towards the genres of reading

materials in literary works is highly evident with 11.83 % and weighted mean of .

8 . It can keep up with the engage of needs of the 21 st century learners. It also

shows that printed materials are still needed in engaging learners in the world of

literature.

Part III. Distribution of Respondents According to :

44
a. Reading Attitudes towards Personal Experience

The results on the reading attitudes towards personal experience

showed that most of the respondents are still enjoying reading during their spare

time with a total percentage of 30 % which interprets that most of them love to

read.

b. Reading Attitudes towards Professional Advancement

It implies that respondents reading attitude toward professional

advancement found helpful to their studies.

c. Reading Attitudes towards Life’s Everyday Encounters

In the distribution of respondents according to their reading attitudes

towards life’s everyday encounter , the study shows the equal number which

strongly agreed on how they like books and other materials written as they relate

to their everyday experiences and how they highly motivated every time they

read.

IV. Distribution of Respondents according to The Problems Encountered in

Terms of:

a. Vocabulary

It shows that the respondents have difficulty in the words with jargon

45
sentence with a frequency of 22 and a percentage of 73.33%.

b. Topics/Subjects

The study reveals that most of the respondents have limited knowledge on

the topics/ Subjects discussed with a result of 25 and a percentage of 83.33%

c. Form

It reveals that most of the respondents are confused in formats with a total

percentage of 76.67%.

d. Time Allotment and environment

In the distribution of respondents in the problems encountered in time

allotment and environment shows that most of the respondents have lots of other

things to do.

It indicates that they need to manage their time properly.

V. The computed T-Value of 0.04 was found out to be insignificant at 0.05 level

with degrees of freedom of 29 equivalent to the tabular value.

Conclusions
Based on the findings of the study, the following conclusions were drawn:

46
1. The respondents were not used in giving time reading, especially, in relation to their

studies acquiring better performance in learning .

2. The respondents prefer reading during night time before going with the available

materials online and others are still enjoying reading during their spare time.

3. It is highly evident that the respondents have more interest in fiction books . It also shows

that printed materials are still needed in engaging learners in the world of literature.

4. The study shows the equal result which strongly agreed on how they like books and other

materials written as they relate to their everyday experiences and how they highly

motivated every time they read hence, the respondents have difficulty in the words with

jargon sentences because of limited knowledge on the topics/ Subjects discussed and

most of the respondents are confused in formats .

5. The respondents learn to manage time properly.

6. Literary works are more effective mode of instruction to enhance their reading ability

and to improve their vocabulary skills.

7. Reading must be the primary habit of the students and center of learning based on the

PISA result of 2018.

8. On the whole, reading instructional materials is more effective as a learning process

provided the opportunities of learning at their own pace, according to their ability level

and needs.

9. Literary works are considered to create interest and arouse the motivation levels among

students since they are free to learn at their own pace.

10. The computed T-Value of 0.04 was found out to be insignificant at 0.05 level with

degrees of freedom of 29 equivalent to the tabular value.

47
Recommendations

In the light of the findings and conclusions drawn from the study, the

following are hereby recommended:

1. Teachers teaching English subject should use print texts materials in order

to improve the reading ability as well as the comprehension levels of the students.

2. Update training on improving reading skills to be used in teaching English

subject to encourage the students to develop higher order thinking skills

( HOTS ).

3. Teaching English subject using print materials should be mad

participatory and it must be on the level of interest of the learners where

enjoyment and interest prevail and have the habit of good reading and writing to

develop and improve their comprehension.

4. For teachers of the 21 st century this may serve as their guide to develop

good instructional materials related to this study.

5. Reading must be the primary concern in the teaching-learning process to

address and improve the interest of students especially in the K to 12 curriculum..

6. The result of the study may be used by the future researchers as a reference for

further studies in different situations, subjects and students at different levels

should be carried out.

48