3.

The results of this study showed that when it comes to what they think about reading (cognitive
domain), the students are mostly strongly agree that reading is an important tool that will help them in the
future and in broadening their knowledge. In what they feel about reading (affective domain), the students
are generally agree that they enjoy reading and it makes them feel good. However, in conative domain
most students are undecided in actually doing things that are related to reading like going to bookstores or
libraries to purchase or borrow books. This shows that the students of School of Business and
Accountancy enjoy reading and are well aware of the importance of it but hesitant to do it when they’re
not required to do so.
4. The results of the study proved that there is no significant difference on the participant’s tri-
componential construct when grouped according to gender. Being a male or a female does not affect how
the student think about reading (cognitive), feel about reading (affective), and what they do that are
related to reading (conative). However, there is enough evidences that shows that there is a significant
difference on the participant’s tri-componential construct when grouped according to age. Student’s age
affects how they think (cognitive), feel (affective), and what they do (conative) towards reading.
5. The results of the study proved that there is no significant difference between the participant’s college
course and their tri componential construct. The student’s course, be it Accountancy or Business
Management, does not affect how the student think about reading (cognitive), feel about reading
(affective), and what they do that are related to reading (conative).