Active Reading and Learning Self -Efficacy among Senior High School Student of

Holy Cross of Agdao

Research Paper

Presented to the Faculty of Holy Cross of Agdao Inc.

In Partial Fulfilment
Of the Requirements of the Practical Research II

By

Bolos, Kenedy
Bustria, Michael Angelo
Cadimas, Larie Lyn
Hayata, Sakura
Mulod, Meljohn
Pia, Cj
Rivera, Jhonazil
Supsupon, Jhon Cylde
.

School Year 2022-2023

 TABLE OF CONTENTS

TITLE PAGE

CHAPTER 1 Page

PROBLEM AND ITS SCOPE

Problem and Its Scope…………………………………………………………… 1

Rationale of the Study……………………………………………………………. 5

Statement of the Problem………………………………………………………… 6

Hypothesis of the Study…………………………………………………………... 6

Review of Related Literature……………………………………………………... 7

Theoretical and Conceptual Framework………………………………………… 18

CHAPTER 2

METHOD

Research Design…………………………………………………………………… 20

Research Locale……………………………………………………………………. 21

Research Respondents……………………………………………………………. 21

Research Instrument………………………………………………………………. 22

Ethical Consideration………………………………………………………………. 23

Data Gathering Procedure………………………………………………………… 24

Data Analysis…………………………………………………………………………………. 25

References …………………………………………………………………………………. 25
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CHAPTER I

The Problem and Its Scope

Active reading experience simply means reading something with a determination

to understand and evaluate it for its relevance to your needs. Information Technology

helps readers stay focused and engaged, facilitates comprehension and retention, and

creates a visual record of the reading experience and the relevant information in a text

Whereas learning self- efficacy refers to an individual's belief in his or her capacity to

execute behaviors necessary to produce specific performance attainments. It can boost

student achievement, foster emotional health and well-being, and serve as a valid

predictor of motivation and learning. This study aims to find the relationship between

active reading experience and learning self- efficacy among senior high school

students.

In this study, active Reading has three dimensions which are technology,

purpose, and physical strategy. Active reading is important in critical reading. Al

Muhammad (2022) the study on active reading aims to investigate active reading skill

that can enhance students reading comprehension while working in groups . The

perspective of Muhammad (2022) is supported with the study of Ozensoy (2021). In

their study it was found that when the social studies course was conducted according to

critical reading skills, it increased students` academic success. Therefore, the teaching

of active reading skill should be given importance in the social studies course.

The manifestation of lack of active reading is mostly observed in terms of

technology. Regarding technology, it has been found that technology is also believed to

provide the added benefit of better knowledge acquisition, improved active reading and
 2

greater engagement with the material. (Adelheid et al 2018). In terms of purpose , Law

(2021) found that there are so many benefits to reading books. It improves your focus,

memory, empathy, and communication skills. It can reduce stress, improve your mental

health, and help you live longer. Reading also allows you to learn new things to help

you succeed in your work and relationships you can gain valuable knowledge exercise

your brain improve your memories improve your ability to empathize and improve your

mental health And lastly physical strategy is also important because it improve students’

reading comprehension, teachers should introduce the seven cognitive strategies of

effective readers (McEwan, 2019).

Regarding self-efficacy in learning, the success of inclusive education depends

on the self-efficacy of classroom teachers. According to Joshua (2021), the success of

inclusive education depends on classroom teachers' self-efficacy. This study examines

the different ways teachers build confidence in providing equal opportunities for all

students. For teachers to successfully implement inclusive practices in the classroom,

they must first believe in the right of all students to receive an education and understand

the laws on inclusive education. Teachers should also broaden their knowledge by

participating in professional development supported by collaborative professional

learning communities within the school. School leaders have a responsibility to develop

a culture of inclusion and provide opportunities for all educators in the system to grow

together so that teachers can continue to meet the needs of their students.

Cognitive domain is about helping other people. It was found by Belay and

Tefera. In terms 2022 This study's findings point to the importance of developing both

student and teacher training programmes that focus on effective methods for reducing
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cognitive load and improving focus and mindfulness, ultimately resulting in improved

self-efficacy in students with learning disabilities. In terms of affective domain, shows

the affective domain is key to performative and cognitive growth as the affective

element comprehends human psychological factors (insecurities, anxiety, and

inhibitions) that learners deal with in any given context, ignoring the affective could

derail the best-crafted instruction Maftoon (2012). And lastly in terms of psychomotor

domain, the, Nevens findings of investigation of Richter (2022) imply that this lesson

examines the psychomotor domain, which links mental activity with physical

movements, skills, and reactions to environmental stimuli, such as jumping aside to

avoid an oncoming car or positioning oneself to catch a ball.

There appears to be a correlation between positive reading experiences and self-

efficacy learning. Literacy, or lack of reading habits and reduced motivation to read, is a

college-level problem. Ethnic identity is associated with increased adult well-being and

competence in her teenage years. (Pasha Zaidi, Nowsheen, 2022). It doesn't seem to

change in America. In an earlier reading (2013)

And it seems to be the case in the Philippines. In a study was conducted by

Gear. The study was conducted about Self-efficacy, which is the belief about one’s

ability to perform a task successfully, has been widely acknowledged as important in

learning. This affective factor, though not explicitly evident, has been said to play an

important role in academic performance. However, its role in reading development has

not been widely investigated.

To determine the relationship between self-efficacy and reading proficiency, a

study was conducted with Senior High School Students of the Philippines institution . in
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one's ability to successfully perform a task, is widely recognized as important for

learning. This emotional factor is thought to play an important role in academic

performance, although it is not clearly defined. However, its role in reading development

has not been extensively studied. A survey was conducted among South African

university freshmen to examine the relationship between self-efficacy and reading

comprehension. Students' self-efficacy was assessed with a questionnaire, and reading

ability was assessed with the Academic Literacy Level Test (TALL), which essentially

measures reading comprehension. An analysis of variance showed a strong relationship

between reading self-efficacy and reading literacy in this cohort of students. A

regression analysis performed on other emotional factors showed that self-efficacy was

the best predictor of students' reading performance. Results are discussed in the

context of previous research, and it is recommended that self-efficacy development be

included in reading instruction. Regression analysis conducted with other affective

factors showed self-efficacy as the best predictor of students’ reading proficiency.

Results are discussed as they relate to previous research and recommendations are

made to include the development of self-efficacy in reading instruction. Furthermore, in

the study of Gilson, Beach, and Cleaver (2018) The current study evaluated the effects

of short-term, structured teacher training in Active Reading on student outcomes in

listening comprehension, reading comprehension, and vocabulary. However, there was

no difference between groups in student vocabulary learning related to teacher training.

Teachers identified more skill-based outcomes for read aloud after the study, and

indicated specific skill improvements from the lessons. For students at risk, teachers

indicated that increased participation was a primary outcome from Active Reading.
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In Holy Cross of Agdao the researchers observed that not all students read

actively, despite being encouraged. There are also students who actively engage in

reading but lack self-efficacy, which prevents them from effectively communicating what

they have acquired through reading. Moreover, there are also students who are not

interested in joining school activities that involves reading.

Rationale of the Study

This study is held at Holy Cross of Agdao, aiming for knowing what are the effect

of active reading in self efficacy of a student. This research is being conducted for us to

know what really is the relationship between the two variables and how can it affect

each other . Active reading simply means reading something with a determination to

understand and evaluate it for its relevance to your needs.

The researcher hopes that this study will be beneficial to the School Heads,

Teachers, Students, Parents, and Researchers:

School Heads: This study will help the school administrators to construct

activities that nurture the active reading experiences of the senior high school students. 

Teachers: This will be significant to the teachers since it will be a guide to them

on how they will deal with the reading capacities of the senior high school students.

Students: The result of this study will be beneficial to senior high school students

since it will help them know how active reading experiences correlate to learning self-

efficacy. In addition, the result of their study will give them ideas on how they can

improve their reading experiences and self-efficacy to become better students.

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Parents: This study will let parents know the active reading experiences of their

children and how active reading correlates to their children's self-efficacy.

Statement of the problem

This study aims to investigate the active reading experience and learning self-

efficacy of senior high school students on both grade 11 and 12 during the school year

2021-2022. Specifically, it aims to answer the following questions:

1. What is the level of reading experience among senior high school student in

terms of:

1.1. technology

1.2. purpose

1.3. physical strategy

2. What is the level of learning self-efficacy among college students in terms of:

2.1. Cognitive domain

2.2. Affective domain

2.3. Psychomotor domain

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3. Is there a significant relationship between the level of reading experience and

learning self-efficacy among senior high school students?

Hypothesis of the Study

This study will be tested at .05 level of significance.

H01: These Is no significant relationship between active reading and learning

Self-efficacy

Review of Related Literature

This part of research where the researcher gather, compiles, and synthesize

information from various source this gathered information serves as the theorethical

foundation towards solving the research problem This section of the study presents the

related literature and relevant reviews on active reading and learning self-efficacy. It is

divided in to two parts, namely active reading and learning self-efficacy. First, active

reading which has three indicators – technology purpose and physical strategy. And

second, learning self-efficacy that has two indicators which includes- cognitive domain

affection domain and psychomotor domain .

ACTIVE READING

Active reading is gaining more attention nowadays, and the reading strategies

designed to develop students' active reading skills are among the most urgent ones,

especially in the academic setting, where the majority of information is to be acquired

 8

through reading (Active Reading Strategy in Content Based Instruction). The idea of

active reading is gaining popularity these days, and reading techniques intended to help

students improve their active reading abilities are among the most important ones. The

paper addresses the value of active reading strategies in the context of content-based

instruction and considers the use of such tactics in the Urgench State University's

Special English courses (Masharipova & Mizell, 2021). It is one of the topics that is

being research in active reading

The impact of active reading somehow reflected to the possibility of active

readers in the future as showed in the study of Alghonaim (2020). In their study, it was

showed that active reading is the correlates to the future active readers behavior of

upper secondary students in Saudi Arabia and it is good if the youth will be active in

reading. Moreover, it was found that the youth face considerable lack of active reading

experience. This makes the youth to have a low critical thinking skills and low at reading

comprehension

Reading comprehension (RC) through question answering is a useful method for

evaluating if a reader understands a text. The Question-Answer Relationship (QAR) is

one of the strategies for evaluating a reader`s understanding based on their ability to

select different sources of information depending on the question type. We expect to

complement current work on reading comprehension by introducing a new setup for

evaluation (Galván-Sosa, 2019)

One study tested a teacher training intervention designed to provide peer support

and specific principles and techniques to experimental teachers to promote positive

reading strategies in young people with severe print disabilities. The study examined
 9

whether and how changes in teaching methods lead to changes in students` reading

comprehension. Interventions included direct instruction to experimental teachers and

their students and were compared with conventional direct instruction approaches to a

control group of students. The following techniques were used to train the experimental

group. Analyzes of the experimental and control videotapes before and after the test

showed that the experimental teachers made many changes in teaching that could

encourage students to actively read, while the control teachers showed little change.

Anderson and Riot (2015)

In addition, there are strategy that could improve the studies about active reading

and comprehension. It describes and explains to what extent IEPC strategy could

improve students’ reading comprehension at grade VIII.4 of SMP Negeri 3 Pekanbaru

and the factors that influenced the change of their reading comprehension by using

IEPC strategy at grade VIII.4 of SMP Negeri 3 Pekanbaru. This research is classroom

action research, every cycle consisted of four fundamental aspects namely, planning,

action, observation, and reflection. This research consisted of three cycles, where in

each cycle consisted of fourmeetings. (Dede Warman, 2018).

And this is supported by the earlier study of Masharipova and Mizell (2021)

where they found that the concept of active reading is gaining more attention nowadays,

and the reading strategies designed to develop students’ active reading skills are

among the most urgent ones, especially in the academic setting, where the majority of

information is to be acquired through reading. It is stated that using these reading

strategies enables students to consciously accept the reading material and not only to

comprehend it properly but also to admit the importance of reading for their professional
 10

and personal development. As an example, the usage of the SQ4R strategy in the

Research Writing course with the fourth-grade students of the Urgench State University

is discussed and the outcomes that are related to the advantages of the reading

strategy application are formulated

In technology this study was to analyze the effects of technology on student

learning. (The Turkish Online Journal of Educational Technology , 2021). According to

the findings Reading is the gateway to success in education (Fatiloro et al., 2017)

. The findings of a study revealed that self-efficacy is also connected active

reading This success motivates them to engage in more literacy activities, which, in

turn, increases their reading and writing performance. Self-efficacy refers to people's

specific judgments and beliefs about their abilities like reading a book, writing a poem,

etc. (Walker et al., 2012). Another similar study of Barry Bai (2021) also states that the

new generation is more interested in the participation of active reading and they are

more likely to take a part in active reading. Consequently, based on these studies, it is

promising that the youth have high active reading skills.

Furthermore, an interesting finding is the Active Reading is journalists, educators,

and technical writers are increasingly publishing interactive content on the web.

However, popular analytics tools provide only coarse information about how readers

interact with individual pages, and laboratory studies often fail to capture the variability

of a real-world audience. We contribute extensions to the Idyll markup language to

automate the detailed instrumentation of interactive articles and corresponding visual

analysis tools for inspecting reader behavior at both micro- and macro-levels. One

article An American foreign policy and national security course was designed around
 11

the use of a range of active learning techniques, including simulations, debates, and

counterfactual analyses. Course participants were asked about their enthusiasm for the

course, their interest in the course material, and how they thought each aspect of the

course design could help them do well in the course. Survey results show that active

learning techniques actually increased student enthusiasm, interest, and self-efficacy,

suggesting that courses that use engagement-based lesson designs and student

enjoyment enhance overall student learning (Hendrickson, 2019).

The research active learning spaces enhance the faculty's ability to implement

student-centered practices; it also depends on the perspectives of the students. In this

study, teachers completed surveys that assessed their self-efficacy for student-centered

pedagogy, teaching experiences, and student engagement while teaching in active and

traditional learning spaces. Self-efficacy positively predicted teaching experiences and

student engagement within the same space, but negatively between spaces (McDavid

et al., 2018).

TECHNOLOGY

Technology can be benefitted in student learning. However, it can also harm the

educational process. Technology enhances many learning opportunities and enables

student convenience, but it can also be a tool relies too much on it and can potentially

interfere with students' fine motor development and problem solving. in which In this

research study, researchers surveyed K-12 educators for feedback on how technology

has affected them Classroom. Or it says technology can be benefit in student learning, it

can also harm the educational process (Carstens et al., 2021).

 12

In contrast, a study of Pearson (2017) indicates that technology can have a

positive effect on reading comprehension, but little research has focused on the effects

of technology on metacognitive, affective, and dispositional outcomes. The researchers

conclude that while there are reasons to be optimistic about the use of technology in

middle school literacy programs, there are also reasons to encourage the research

community to redouble its efforts. focus on digital learning environments for students in

this age group and expand the scope to broaden interventions and outcomes they

study.

People believe that the quality of technology use in teacher education programs

determines how future teachers use technology in secondary schools after graduation.

Two technology-focused courses in a teacher training program were evaluated. In line

with studies on the development of technological, pedagogical and content knowledge

of future teachers, two important catalysts have been distinguished: (1) classroom

practice to implement what is learned in the teacher training institution and achieve

student feedback on implementation and (2) modeling teacher educators and teachers

in school. Technology can help students in reading fast and accurate cause it is fast and

more modern (Admiraal et al., 2017).

Study examines the role of technology in achieving pedagogical learning goals

as part of educational development initiatives at a Finnish university. Found that

technology served primarily in reading education in three ways: to increase motivation

to read, to present information in multiple ways, and to promote collaborative learning .

(Jääskelä, 2017). Reading gives pleasure and relief. Unlock the unknown. That is a

complex cognitive activity indispensable for the type of knowledge society (Jose, 2017).
 13

PURPOSE

People read for many different reasons. In order to understand how reading

goals, unfold their effect, one needs to examine whether and how they relate to certain

sub-processes, e.g., B. validation effect. The researchers examined the effects of

reading purpose on text-based validation processes and knowledge during reading and

the resulting offline mental representation (Moort et al., 2022).

It has always been in the public interest to know the reading habits of readers of

different ages and grade levels and their opinions on the consumption of reading

material. Recently, researchers have paid more attention to digital texts. Although

progress has been made on these issues, as reported in published research, there is

still incomplete information about reader habits and opinions at academic and

professional levels (Parodi et al., 2019).

Reading is a complex, meaningful, interactive, comprehensive and flexible work

that takes a lot of time and resources to grow. Reading comprehension is a Process of

obtaining and creating meaning Text. Theoretical framework for the classification of

Reading skills, criteria for skills assessment and skills transfer present (Bojovic1, 2012).

READING STRATEGY

The Research indicates that developing a deep understanding of the text

requires an ongoing emphasis on reading comprehension and informed strategic

practices. Although research has shown that explicit teaching of reading comprehension

strategies is effective, we know little if instruction and use of strategy are part of

"everyday life" in the classroom (Cervetti et al., 2020). A study analyzed 60 videotaped
 14

lessons of English as a second language (L2) in seven primary secondary schools in

Norway, over two school years (9th and 10th grades) based on the Protocol for the

observation of teaching of linguistic arts. (Brevik, 2019). The dependent variable,

content-based science achievement, was measured in terms of students' understanding

of a science pass, grade for the science class, and scores for the state science test.

Cognitive variables reliably predicted all three scientific outcomes, and there were also

significant sex differences. Reading ability helped the student compensate for gaps in

science knowledge for most performance measurements and had a greater effect on

achievement scores for higher knowledge than students with lower knowledge (Tenaha

O’Reilly,2021).

This study describes the impact of integrating the Directed Reading Thinking

Activity (DRTA) strategy with the V-chart.about student reading comprehension. Two he

classes, each with 30 students, were selected as the study sample. This study

demonstrated that the integration of Directed Reading Thinking Activity strategies using

Vee diagrams had a significant impact on students` reading comprehension. This was

also shown by the data collected. Implementing a Directed Reading Thinking Activity

using V-Charts had a significant impact on student reading comprehension. As long as

cognitive abilities are activated by directed reading-thinking activities through Venn

diagrams. Students have high reading literacy because reading is a cognitive process

that students need to improve their skills (Purba, 2019).

We explore whether the concept of active reading of text can be meaningfully

applied to visualization. A qualitative study examined whether people employed

observable active reading techniques when reading paper-based node-link

 15

visualizations. Participants used a series of body movements while reading and from

these synthesized an initial set of active reading techniques for visualization. To learn

more about the potential impact of such techniques on reading visualizations, we

implemented support for certain physical actions from observations (creating free-form

markers) in interactive node-link visualizations. Did. Results of quantitative studies on

this implementation show that interactive support for active reading techniques

improves accuracy when performing low-level visualization tasks. Taken together, our

research suggests that active reading spaces are ripe for visualization exploration and

may lead to new interactions that result in a more flexible and effective visualization

reading experience. increase. A qualitative study examined whether people employed

observable active reading techniques when reading paper-based node-link

visualizations. To learn more about the potential impact of such techniques on reading

visualizations, we implemented support for certain physical actions from observations

(creating free-form markers) in interactive node-link visualizations. Did. Results of

quantitative studies on this implementation show that interactive support for active

reading techniques improves accuracy when performing low-level visualization tasks

(Walny et al., 2018).

LEARNING SELF EFFICACY

Therefore, this study examines the impact of student academic self-efficacy and

social support on academic flow during the pandemic. Multiple regression analysis was

performed to test the hypothesis. This means that increased academic self-efficacy and

social support are likely to lead to increased academic flow, especially during the

pandemic (Suryaratri et al., 2022).

 16

The construct of perceived self-efficacy is the belief that one can perform new or

difficult tasks and achieve desired results, as explained in social cognitive theory

Bandura, 1997. This "can" awareness reflects a sense of control over one's

environment and an optimistic belief that one's behavior can change harsh

environmental demands. It therefore represents a confident view of one's own ability to

cope with certain stressors in life as stated by Farmer, Xu, and Dupre (2022).

This study examines the extent to which knowledge sharing self-efficacy,

motivation and sense of community variables predict undergraduate students’

knowledge sharing behaviors (knowledge receiving and knowledge giving) in online

learning environments. External effects and growth of aim affected knowledge receiving,

whereas only internal effects affected knowledge giving. The independence factor has a

negative effect on knowledge receiving, yet has a positive effect on knowledge giving.

(Ümmühan Avcı2 2017)

Learning self-efficacy, defined as learners’ confidence in their capability to learn

specific subjects, is crucial for the enhancement of academic progress, because it is

positively correlated with academic achievements and effective learning strategy use. In

this study, we developed a universal scale called the Learning Self-Efficacy Scale (L-

SES) for Clinical Skills for undergraduate medical students and validated it through item

analysis and content validity index (CVI) calculation. (Kang et al., 2019)

This study examined the mediating effects of well-being between generalized

self-efficacy and professional identity development in a final-year sample of 724

undergraduates in Rawalpindi and Islamabad. The results of the Parallel Mediation

Analysis showed that generalized self-efficacy was associated with four of the six
 17

components of psychological well-being: autonomy, positive relationships with others,

purpose in life, and self-acceptance. showed that it is indirectly related to the

development of professional identity through , and the cognitive (life satisfaction) and

emotional (absence of more positive and negative emotions) components of subjective

well-being. We discuss the implications of these results for interventions and future

research. Results from a parallel mediation analysis indicated that generalized self-

efficacy was indirectly related to vocational identity development through its relationship

with four of the six components of psychological well-being (autonomy, positive relations

with others, purpose in life and self-acceptance) as well as the cognitive (life

satisfaction) and affective (positive affect and absence of negative affect) components

of subjective well-being (Green 2020).

Student self-efficacy, behavioral engagement, and emotional engagement are

key factors for academic achievement. Three theoretical frameworks, i.e., Self-Efficacy

Theory, the Self-System Model of Motivational Development, and Expectancy-Value

Theory, suggest different nexus. Results mainly support assumptions from Self-Efficacy

Theory, that is student self-efficacy and academic achievement are mutually associated

from 4th to 6th grades. Self-efficacy was associated with later emotional engagement

and academic achievement. Assumptions from the Self-System Model were not

supported by the data. Testing the fourth model revealed an unexpected developmental

cascade: 5th-grade self-efficacy mediated the association between 4th-grade

achievement and 6th-grade emotional engagement. This last finding may have great

implications for young adolescents as emotional engagement is an indicator of student

well-being and intrinsic value of learning (Olivier et al., 2018).

 18

Self-efficacy is considered to be an important factor for successful online

learning. However, most existing research on online self-efficacy focuses on computers.

Computer self-efficacy is important in online learning, but researchers generally agree

that online learning is accompanied by multiple dimensions of self-efficacy. Therefore,

one of the objectives of the current study was to identify dimensions of self-efficacy in

online learning. Through exploratory factor analysis, he identified five dimensions of

self-efficacy in online learning. self-efficacy for completing online courses, self-efficacy

for socially interacting with classmates, self-efficacy for using tools in the course

management system “CMS”, self-efficacy for interacting with instructors in online

courses self-efficacy, and interact with classmates to interact for academic purposes.

(Shen et al., 2013)

Cognitive domain

The main aim of this study is to analyze how training in self-regulated learning

strategies is related to improvements in knowledge of those strategies, self-efficacy in

using those strategies, their perceived usefulness, and their effective use in academic

learning tasks. The intervention produced a statistically significant improvement in

knowledge of self-regulated learning strategies, which was associated with a significant

improvement in self-efficacy in using those strategies. However, increases in knowledge

and perceived competence in use were not associated with an improvement in

perceived usefulness of the strategies.(Cerezo et al., 2019)

It can be concluded from majority of reviewed studies that self-efficacy influenced

knowledge sharing. This systematic review also establishes that majority of reviewed
 19

studies confirmed existence of relationship (positive) between variables self-efficacy

and knowledge sharing (Safdar et al., 2021).

Teachers’ professional competence is composed of cognitive (professional

knowledge) and affective (professional beliefs) components. These components are

generally assumed to be related and to impact instructional practice. However, studies

simultaneously relating cognitive and affective components to instructional practice are

scarce. (Depaepe et al., 2017)

Drawing on social cognitive perspectives, the existing have a look at tested an

integrative version of the interaction amongst math self-efficacy, interests, aspirations,

and success amongst early and center adolescents. Based on short-time period

longitudinal records from about four hundred students, analyses the use of completely

latent structural equation analyses, organising considered necessary stages of

longitudinal invariance, discovered that math self-efficacy undoubtedly expected math

success the use of each magnificence grades and standardized check rating

operationalizations; previous math success undoubtedly expected basal stages of math

self-efficacy however now no longer adjustments in self-efficacy; math hobby and

intentions had been reciprocally related over time; and previous math hobby

undoubtedly expected next math self-efficacy while the other become now no longer

true. Notably, all outcomes had been determined at the same time as accounting for

previous variance in consequences in addition to the outcomes of regarded covariates.

The contemporary findings make contributions to understandings of the motivational

techniques concerned in math success and selecting academic pathways, and

recommend that multidimensional interventions can be maximum worthwhile if each

 20

success and choice consequences are at stake. (SaraGrigga1Harsha

N.Pererab1PeterMcIlveenaZvetomiraSvetleffb 2018)

AFFECTIVE DOMAIN

The purpose of the study was to assess teachers’ knowledge in integrating

affective domain in teaching and learning of Social Studies lessons in the junior high

schools in Aowin Municipality. It is recommended that, Coordinators for junior high

schools and the headmasters (academic) should ensure that affective objectives are

inculcated in the general lesson objectives of Social Studies teachers. It is also

recommended that in service training should be organized by the education directorate

in the municipality to train teachers in the teaching of lessons involving the affective

domain (Appau et al., 2022).

This article seeks to give practical examples of how teachers can promote the

development of students' affective learning using two cooperative learning structures:

Student teams assessment divisions (STAD) and jigsaw classroom. It also includes a

taxonomy aimed to help teachers value and assess their students' affective learning.

The article concludes by suggesting that if physical education is serious in its

commitment to help all students learn across the different learning domains (i.e.,

physical, cognitive, social and affective), teachers need to be more selective in their

choices of pedagogical approaches (Casey & Fernandez-Rio, 2019).

PSHYCOMOTOR DOMAIN

The authors of original taxonomy discussed the issues of cognitive and affective

objectives in education and furnished a hierarchy of kinds of capability in these domains

 21

which could be used evidence for achievement. They are the cognitive knowledge of

and ability to work with information and ideas; the affective, ability to organize, articulate

and live and to work by a coherent value system relevant to the capabilities achieved

through education; and the psychomotor skills ,ability to do acts relevant to the  eld of

study. In Teacher Education, psychomotor skills form a very important set or skills that

need to be acquired by the student teachers to satisfy overall teaching and present

employability skills requirements. Hence the work follows. (Tholappan & Begam, 2018).

Researcher said that teaching is a teaching–learning activity between two

different parties, namely, students and instructors. Psychomotor domains that need to

be emphasized in teaching and learning processes should include seven elements,

namely, perception, setup, controlled movement, mechanism, specific movement,

settlement, and originality. This study aims to discuss the application of psychomotor

domain practical teaching strategies adopted by teachers in vocational colleges (Ahmad

et al., 2017)

.
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Theoretical Framework

Active reading

According to adler and van doreab(1972), serving as a fundamental meta

cognitive function, active reading allows content to leave strong memory trace and thus

helps learners understand a text for a specific purpose such as future recall in

educational setting or as part of job-related task, reading is for many people, an

enjoyable, intense and private activity, from which much pleasure can be derived, and in

which one can become totally absorbed. Reading is private. It is a mental, or cognitive,

process which involves a reader in trying to follow and respond to a message from a

writer who is distant in space and time. Because of this privacy, the process of reading,

the first think that we must know is reading habits. This ability is very important for being

good reader. Reading in this case not only reads some table, diagram, chart and

another picture but it is read everything that has the data can

In the course of even the most ordinary lives, people face an infinite number of

decisions, problems, and challenges. Despite the statistics on the prevalence of

 23

emotional and behavioral dysfunction, most people most of the time are able to

effectively make decisions, solve problems, and overcome challenges. Understanding

how people adapt and adjust to life's infinite challenges is, perhaps, the most important

problem for scientific psychology. Not surprising' most of the important models of human

learning, cognition, em personality, and social interaction have tried to account for the

individual's capacity for adaptively responding to environmental changes, often referred

to as competence (Sternberg & Kolligan, 1990; White, 1959). The study of beliefs about

personal competence and the role of such beliefs in human adaptation and adjustment

have a long history in clinical, personality, and social psychology. The theories of

effectance motivation (White, 1959), achievement motivation (McClelland, Atkinson,

Clark, & Lowell, 1953), social learning (Rotter, 1966), and helplessness (Abramson,

Seligman, & Teasdale, 1978) are just a few of the many theories that have sought to

explore and explain the relationship between perceptions of personal competence and

adaptation, adjustment, and psychological well-being.

Self-efficacy theory (Bandura, 1977, 1982b, 1986) is one of the more recent in a

long tradition of personal competence or efficacy theories and has generated more

research in clinical, social, and personality psychology in the past decade and a half

than other such models and theories. The crux of self-efficacy theory is that the initiation

of and persistence at behaviors and courses of action are determined primarily by

judgments and expectations concerning behavioral skills and capabilities and the

likelihood of being able to successfully cope with environmental demands and

challenges. Self-efficacy theory also maintains that these same factors play an

important role in psychological adjustment and dysfunction and in effective therapeutic

 24

interventions for emotional and behavioral problems. This volume examines the role of

self-efficacy beliefs and related influences in human adaptation and adjustment.

Because human beings face varied challenges to their adaptation, this volume defines

adaptation broadly and does not limit the term to traditional pathology-based categories

or to problems of traditional "clinical" concern, although such problems are addressed.

This first chapter describes self-efficacy theory and its place in a more general social

cognitive theory. The second chapter offers a more detailed discussion of the role of

self-efficacy in human adaptation and adjustment and some general guidelines for

enhancing adaptation and adjustment using self-efficacy theory. The remaining

chapters discuss in detail theory and research on the application of self- efficacy theory

to specific spheres of adjustment, including topics from clinical psychology, health

psychology, educational psychology, and organizational psychology. Because self-

efficacy theory is an aspect of a more general social cognitive theory this more general

framework will be described before presenting self-efficacy theory in detail.

A key factor in knowledge is being active in reading. It has played a significant

role in the students especially the senior high school student in Holy Cross of Agdao, it

creates a loop of wanting to read. The conventional conception of quality of the book

holds that students should be satisfied if we want the student to participate in reading

actively, we should make them think that they want to go back. However, just because

our "quality of the books " standards are met does not guarantee that our customers will

express their satisfaction or even agree that our books and facility are "quality”.

According to Starke (2020), Exposing new readers to a variety of genres can help them
 25

find the books they love. Plus, reading comprehension strategies to deepen their

engagement.

The conceptual framework of the study is show in figure 1. As seen in figure 1,

the independent variable is active reading with three indicators: technology purpose

and reading strategy. On the other hand, the dependent variable is learning self -

efficacy with three indicators: cognitive affective and psychomotor domain . The arrow

connected the variables signifies the assume relationship.

Conceptual Framework

Active reading Learning self-efficacy

 Technology  Cognitive domain

 Purpose  Affective domain

 Reading strategy  Psychomotor domain

Figure 1. 1 Conceptual Framework of the Study

 26

CHAPTER II

Method

In this Chapter 2 deals with the discussion on the steps and procedures to be

used by the researcher. It involves the research design, research respondents, research

locale, research instrument, data gathering procedure, and data analysis.

Research Design

The researchers will use quantitative design particularly descriptive correlational

design. Correlational design is a procedure used in quantitative research wherein

investigators measure the degree of relationship between two or more variables. The

degree of relationship is expressed as number which indicates whether the two

variables have relationship or can predict one another (Creswell, 2012). In this study the
 27

researcher will use correlation to determine the relationship between political efficacy

and civic engagement of senior high school students.

Research Locale

The study will be conducted in a private Catholic high school in Davao City which

is the Holy Cross of Agdao. The school is located at R. Castillo Street in Davao City.

The school offers senior high school with three strands namely ABM, HUMSS, and

STEM. selected students in each strand who are currently enrolled in school year 2021-

2022 would be the subject of this research.

Research Respondents

The target respondents of this study will be 134 students from all strand of senior

high school of Holy Cross of Agdao. This study will include both grades 11 and 12. We

have observed that the students trying active reading. The table below shows the

population distribution of participants.

No. of Respondents Percentage

Grade 11 70 52%

Grade 12 64 48%

Total 134 100%

The researchers will use random sampling method . Total or complete

enumeration is used when the researcher deemed that the entire population will be

used as research subjects or respondents (Arnab, 2017). The researcher will use

complete enumeration because the aim of the study is to measure the active readers
 28

and learning self-efficacy of all senior high school of Holy Cross of Agdao enrolled in

school year 2022-2023.

Research Instrument

The research instrument used in this study will be adapted survey questionnaire

for data collection. The survey form has 16 questions for measurement of students

attitude toward active reading , and 13 questions regarding the learning self- efficacy .

In total, there are 29 items on the survey questionnaire. The respondents will answer in

a Likert scale which ranges from “strongly Disagree” to “Strongly agree”. To interpret

the mean, the table below will used as a guide.

Active reading

Range Descriptive Level Interpretation

3.26 – 4.00 Very High Active reading is always

manifested among senior

high school earners

2.51 – 3.25 High Active reading is

frequently manifested

among senior high school

learners

1.76 – 2.50 Low Active reading is

sometimes manifested
 29

among senior high school

learners

1.00 – 1.75 Very Low Active reading did not

manifest among senior

high school learners

Table 1.1

Learning Self-efficacy

Range Descriptive Level Interpretation

3.26 – 4.00 Very High learning self- efficacy is

always manifested among

senior high school earners

2.51 – 3.25 High learning self- efficacy is

frequently manifested

among senior high school

learners

1.76 – 2.50 Low learning self- efficacy is

sometimes manifested
 30

among senior high school

learners

1.00 – 1.75 Very Low learning self- efficacy did

not manifest among senior

high school learners

Table 1.2

Expert validation and pilot testing will be performed on the instruments to confirm

their validity and reliability. The researchers will first perform an instrument validation or

expert-driven pre-test. The reliability of the questionnaire will be examined using

Cronbach’s alpha.

Ethical Consideration

Researchers allow participants to participate freely without coercion. All participants are

free to discontinue the study at any time without any obligation to continue. Additionally,

participants are not required to provide a reason for discontinuing the study. It is

important to make it clear to participants that refusal to participate will not result in

negative consequences or damage their reputation. Most importantly, they took the time

to help us with our research process. You should respect their decisions without trying

to change your mind. International law and many codes of conduct recognize

voluntariness as an ethical principle. Finally, if you are working with vulnerable groups

who would like to complete research but may have difficulty completing it, be extra

careful not to pressure them.

 31

Data Gathering Procedure

The researchers will submit a letter of intent to the principal requesting

permission to conduct the study. To determine if the respondents are willing to take part

in the study, the researchers will ask permission and wait for their approval before

conducting this study . After approval, the intended respondents will receive the survey

questionnaire from the researcher. The researchers will explain the purpose of this

study and provide instructions on how to complete the survey test before participants

respond. The researchers will make sure that the respondents have enough time to

complete the survey-questionnaire. Face-to-face interviews will be used by the

researchers to collect data.

Statistical Treatment of Data

The following statistical techniques will be used to process the collected data:

Mean. This is the metric of central tendency that determines a set's average

number. The descriptions of the responses to the first and second questionnaires made

use of this statistical tool. This is the metric of central tendency that determines a set's

average number. The descriptions of the responses to the first and second

questionnaires made use of this statistical tool.

Pearson r. The statistical instrument that is utilized to "measure the strength of

linear association between two variables being measured" is also referred to as the

Pearson Product-Moment Coefficient of Correlation According to Laer Statistics the

 32

Pearson correlation coefficient will determine whether the two variables have a positive,

negative, or no correlation

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