SELECTED ROMANTIC BOOKS TO THE LEVEL OF READING

AMONG GRADE 12 HUMANITIES AND SOCIAL SCIENCES

STRAND OF ARELLANO UNIVERSITY-PASIG

A Research Paper Presented to the Faculty of the

Senior High School Department
Arellano University Pasig City

In Partial Fulfillment of the

Requirements for Grade 12 Humanities and Social
Sciences (HUMSS) Strand

By

BALDONADO, VIVIEN MARGARETTE B.

BERNABE, LE-JEAN CLARE C.
CAAY, MA. SOCORRO
DE LEON, JANA ALLIASA
ARE, MARK
VINLUAN, JOEL A. JR

December 2022
 CHAPTER 4

Presentation, Interpretation and Analysis of Data

This chapter presents the data gathered from Grade 12 HUMSS Students of

Arellano University Pasig Andres Bonifacio Campus who served as respondents of the

research. This chapter provides the presentation, analysis, and interpretation of the data

that has been organized according to the research questions enumerated in the instrument

of the research.

1. Profile of the Respondents

Table 1.1 Sex and Frequency Distribution of Respondent

N = 314

Gender Frequency Percent

Female 178 57

Male 136 43

Total 314 100 %

In table 1.1 is connected to the sex and frequency distribution of respondent.

Founded on table 1.1, one hundred thirty-six (136) out of three hundred fourteen (314)

respondents are male with a percentage of forty-four ( 43%) and 178 out of 314

respondents are Female with a percentage of fifty-seven (57%).

Table 1.2 Socio-economic Status and Frequency Distribution of Respondent

N = 314

Socio-economic Status Frequency Percent

50, 000 - above 74 24

49, 000 - 30, 000 137 44

29, 000 - 20, 000 83 26

19, 000 - below 20 6

Total 314 100 %

Based on table 1.2, it presents the socio-economic status of all students. One

hundred seven (137) out of three hundred fourteen (314) respondents have 50, 000 -

above socio-economic status with a percentage of forty-four (44%). 20 out of three

hundred fourteen (314) respondents have 19, 000 below socio-economic status with a

percentage of six (6%).

Table 1.3 Educational Attainment and Frequency Distribution of Respondent

N = 314

Educational Attainment Frequency Percent

Tertiary 113 36

Secondary 201 64

Elementary 0 0

Total 314 100 %

 Based on the data gathered, the table shows that out of three hundred fourteen

(314) respondents, two hundred one (201) students have Secondary Educational

Attainment with a percentage of sixty-four (64 %). 113 out of 314 respondents had

tertiary educational attainment with a percentage of thirty-six (36%).

2. What romantic novels does the respondent read most frequently?

Table 2.1 The frequency of romantic novels that is read the most

N = 314

Types of Novels Frequency Weighted Mean

Verbal

Interpretation

Contemporary Romance 50 0.32 Never

Historical Romance 14 0.04 Never

Erotic Romance 97 1.24 Seldom

Adult Romance 153 1.96 Seldom

Total 314

In table 2.1, it shows that the majority of the students prefers reading the romantic

sub-genre of adult romance. Data shows that out of three hundred fourteen (314)

students, one hundred three (153) read adult romance with a weighted mean of 1.96 while
historical romance which got the lowest weighted mean of 0.04 is read by fourteen (14)

out of three hundred fourteen (314) students.

3. Does the sex of the respondent affects their decision making process when it

comes to picking these selected novels?

Table 3.1 The frequency of the effects of the respondents in decision making when it

comes to picking selected novels

N = 314

Category Frequency Weighted Mean

Verbal Interpretation

I apply the knowledge 49 0.31 Never

I learn from reading

romantic

books/novels in real

life situations.

The concepts from 190 1.82 Seldom

romantic

books/novels I read

affect my beliefs in

life.

The romantic 61 0.39 Never

books/novels I have

read affect my

decision-making and

problem-solving

skills.

The romantic 14 0.04 Never

books/novels that I’ve

read affect all the

personal feelings that

I have when I am

seeing relationships in

real life situations.

Total 314

In accordance with the data table 3.1 presents, one hundred ninety (190) out of

three hundred fourteen (314) students with a weighted mean of 1.82 say that the concepts

from romantic books/novels the students read affect their beliefs in life. Forty-nine (49)

out of three hundred fourteen (314) students with a weighted mean of 0.31, however, say

that they apply the knowledge they learn from reading romantic books/novels in real life

situations.
4. Do you think your preference in choosing what genre to read also affects how you

view critical issues in life?

Table 4.1 Do you always base what to do or say on the romance books/ novels you have

read?

N = 314

Frequency Weighted Mean Verbal Interpretation

Most of the time (4) 83 1.06 Seldom

Some of the time 209 2.00 Some of the time

(3)

Seldom (2) 13 0.08 Never

Never (1) 9 0.03 Never

Based on table 4.1, the majority of the students base what to do or say on the

romance books/ novels they have read some of the time with a record of two hundred

nine (209) out of three hundred fourteen (314) students with a weighted mean of 2.00.

However, nine (9) out of three hundred fourteen (314) students with a weighted mean of

0.03 say that they never base what to do or say on the romance books/ novels they have

read.
Table 4.2 Do you ever imagine that someone will show you the same kind of affection

that the characters in romance books/ novels do for their partners?

N = 314

Frequency Weighted Mean Verbal Interpretation

Most of the time (4) 135 1.72 Seldom

Some of the time 150 1.43 Seldom

(3)

Seldom (2) 13 0.08 Never

Never (1) 16 0.05 Never

Total 314

Based on the data gathered from table 4.2 it shows, one hundred thirty-five (135)

out of three hundred fourteen (314) students with a weighted mean of 1.72 say that they

imagine that someone will show them the same kind of affection that the characters in

romance books/ novels do for their partners most of the time, while sixteen (16) out of

three hundred fourteen (314) students with a 0.05 weighted mean say that they never do

so.
Table 4.3 Do you believe that the people who enjoy reading romance books or novels are

hopeless romantics, because they want to feel romantic excitement that they cannot feel

in real life?

N = 314

Frequency Weighted Mean Verbal Interpretation

Most of the time (4) 111 1.41 Seldom

Some of the time (3) 115 1.09 Seldom

Seldom (2) 65 0.42 Never

Never (1) 23 0.07 Never

Total 314

In accordance to table 4.3, one hundred eleven (111) out of three hundred

fourteen (314) students with a weighted mean of 1.41 believe that the people who enjoy

reading romance books or novels are hopeless romantics, because they want to feel

romantic excitement that they cannot feel in real life, while twenty-three (23) out of three

hundred fourteen (314) students with a weighted mean of 0.07 don’t.

Table 4.4 Do you think romance novels affect your level of maturity when it comes to

relationships?
 N: 314

Frequency Weighted Mean Verbal Interpretation

Most of the time (4) 144 1.83 Seldom

Some of the time (3) 133 1.27 Seldom

Seldom (2) 23 0.15 Never

Never (1) 14 0.04 Never

Total 314

Based on the data that table 4.4 presents, one hundred forty-four (144) out of

three hundred fourteen (314) students with a weighted mean of 1.83 think romance

novels affect their level of maturity when it comes to relationships. Fourteen (14) out of

three hundred fourteen (314) students with a weighted mean of 0.04 say otherwise.

5. What are the Proposals that will enable Arellano University-Andres Bonifacio

Campus Humanities and Social Sciences bookworms to make distinction between

romance in novels and romance in reality?

Table 5.1 The thoughts of students about the proposals that will enable students to make

distinction between romance in novels and romance in reality.

 N = 314

Thoughts Weighted Mean

Verbal Interpretation

Producing reading material that 2.30. Some of the time

succinctly describes and

explains the "real deal" in

romance in reality naturally

also requires that it be based on

reliable sources. So, in addition

to the imaginative romance

present in the majority of

novels, bookworms can also

read those things.

The majority of authors today 1.26 Seldom

base their novels on their own

personal romantic experiences

in order to create anything in

the novel, thus I don't think

they can make suggestions

regarding the differences

between romance in novels and

romance in reality.

They must be aware of the 0.26 Never

realities of romance and have

an open mind about what is

and is not real. Because they

are both different and don't

apply in reality, we shouldn't

compare the concepts of

romance in novels and in real

life.

As for me, they should devise a 0.16 Never

method for collecting point-of-

view (POV) surveys from

individuals with various

romantic relationship

experiences and supporting

their findings with data such as

scientific justifications, i.e.,

psychologically relevant

information. According to this

perspective on romantic

novels, they can create a

romantic reflection book that

can connect with reality and

romantic fantasies, or they can

create a research paper like this

one that allows readers to take

some time to consider one of

their potential future

relationships, offer advice to a

friend, or simply express their

own opinions.

In accordance with the data regarding the thoughts of students about the proposals

that will enable students to make distinction between romance in novels and romance in

reality shown in table 5.1, majority of the three hundred fourteen (314) students with a

weighted mean of 2.30 think that producing reading material that succinctly describes

and explains the "real deal" in romance in reality naturally also requires that it be based

on reliable sources. So, in addition to the imaginative romance present in the majority of

novels, bookworms can also read those things. While the minority of the three hundred

fourteen (314) students with a weighted mean of 0.16 think that they should devise a

method for collecting point-of-view (POV) surveys from individuals with various

romantic relationship experiences and supporting their findings with data such as

scientific justifications, i.e., psychologically relevant information. According to this

perspective on romantic novels, they can create a romantic reflection book that can

connect with reality and romantic fantasies, or they can create a research paper like this
one that allows readers to take some time to consider one of their potential future

relationships, offer advice to a friend, or simply express their own opinions.

CHAPTER 5

Summary of Findings, Conclusion, and Recommendation

The Summary of Findings, Conclusions, and Recommendations of the study are

presented in this chapter. Finally, researchers have provided a proposed recommendation

section that focuses on future concepts that people could find intriguing to pursue with

this study.

Summary of Findings
1. Demographic Profile

The respondents of this research, " among Selected Senior High School

Students in Arellano University – Pasig," were senior high school students in

Arellano University - Pasig, Andres Bonifacio Campus.

The total number of respondents were three hundred fourteen (314) from

HUMSS strand. The study was conducted in Arellano University - Pasig, Andres

Bonifacio Campus. The researchers used Descriptive Methods with a quantitative

approach. The statistical analysis was regulated by using Frequency, Percentage,

Verbal Interpretation and Weighted Mean to gather data and to process the

findings.

In table 1.1: Sex and Frequency Distribution of Respondent, the category

“female” has the highest frequency that had one hundred seventy-eight (178)

respondents, with a percentage of fifty-seven (57%). Followed by the “male”

category that had a frequency of 136 respondents, with a percentage of forty-three

(43%).

In table 1.2: Socio-economic status and Frequency Distribution of

Respondent, 49,000 - 30,000 has a higher frequency that had one hundred thirty-

seven (137) respondents and forty-four (44%) as percentage. Next is 19,000 -

below that has a lowest frequency that had twenty (20) respondents and six

(6%) was the percentage.

 In table 1.3: Based on the data gathered, the table shows that out of three

hundred fourteen (314) respondents, two hundred one (201) students have

Secondary Educational Attainment with a percentage of sixty-four (64 %). One

hundred thirteen (113) out of three hundred fourteen (314) respondents had

tertiary educational attainment with a percentage of thirty-six (36%).

2. The frequency of romantic novels that is read the most

Based on the outcome in table 2.1. It shows that the majority of the

students prefer reading the romantic subgenre of adult romance. Data shows that

out of three hundred fourteen of (314) students, one hundred fifty-three (153) read

adult romance with a weighted mean of 1.96 while historical romance which got

the lowest weighted mean of 0.04 is read by fourteen (14) out of three hundred

fourteen (314) students. This shows that they read the books because they have a

certain period charm to them, and it fosters ideas and aspirations that are too far

into fantasy and have little basis in reality.

3. The effects of the romantic novels to the respondents in decision making

when it comes to picking selected novels

Based on the outcome on the things that affect the respondents in their

decision making process in picking their selected novels, the data shows that table

3.1 presents, one hundred ninety (190) out of three hundred fourteen (314)

students with a weighted mean of 1.82 say that the concepts from romantic

books/novels the students read affect their beliefs in life. Forty-nine (49) out of
 three hundred fourteen (314) students with a weighted mean of 0.31, however,

say that they apply the knowledge they learn from reading romantic books/novels

in real life situations.

4. Preference in choosing what genre to read also affects their critical issues in

life

This table demonstrates how genre expectations influence both how

people choose texts to read and how those texts are understood. As a result,

categorizing literature as a specific genre has an impact on the reader's

relationship with how they think in their daily lives. The majority of the students

base what to do or say on the romance books/ novels they have read some of the

time with a record of two hundred nine (209) out of three hundred fourteen (314)

students with a weighted mean of 2.00. However, nine (9) out of three hundred

fourteen (314) students with a weighted mean of 0.03 say that they never base

what to do or say on the romance books/ novels they have read. Based on the data

that table 4.4 presents, one hundred forty-four (144) out of three hundred fourteen

(314) students with a weighted mean of 1.83 think romance novels affect their

level of maturity when it comes to relationships. Fourteen (14) out of three

hundred fourteen (314) students with a weighted mean of 0.04 say otherwise.

5. The thoughts of students about the proposals that will enable students to

make distinction between romance in novels and romance in reality

 In table 5: it is all about the thoughts of the respondents about the

distinction between romance novels and romance in reality. The data shows that

producing reading material that succinctly describes and explains the "real deal"

in romance in reality necessitates the use of trustworthy sources. Bookworms can

read those things in addition to the imaginative romance found in the majority of

novels. With a weighted mean of 2.30. While students suggest that, They should

devise a method for collecting point-of-view (POV) surveys from people who

have had various romantic relationship experiences, as well as data such as

scientific justifications, i.e., psychologically relevant information, to back up their

findings. According to this point of view on romantic novels, they can write a

romantic reflection book that connects reality and romantic fantasies, or they can

write a research paper like this one that allows readers to think about one of their

potential future relationships, give advice to a friend, or simply express their own

opinions. With a weighted mean of 0.16.

Conclusion

Based on the summary of findings, the conclusions are as stated below:

1. The target respondents of the researchers are three hundred fourteen (314) senior

high school students. And while accumulating the total number of their

respondents, they found out that the total number of their study’s respondents are

dominated by females with a total of fifty-six percent (57%) while the males are

forty-three (43%).
2. In this segment, the researchers discovered that the majority of the respondents

enjoy reading adult romance. Romance broadens their understanding of other

people. It promotes empathy. Those who are still looking for love can hope to find

it someday. Texts are typically used by readers to effect change in their own lives.

When people read romance, they are often able to use the characters' experiences

to create a new outcome for their own lives. Adolescent romantic relationships,

both short- and long-term, can provide positive learning experiences about oneself

in addition to assisting with identity development.

3. It clearly shows that romantic novels have a significant impact on how people

think in real life. Romance novels challenge societal norms about what behavior

in romantic relationships is acceptable. When women see this modeled for them

in fiction, they begin to demand it in their own lives, which irritates those who

benefit from the current societal structure. However, romance novels are all about

relationships, and the characters, just like in real relationships, encounter many

pitfalls and misunderstandings. We can reflect on our own flaws, mistakes, and

situations by reading about the characters' flaws, mistakes, and situations.

4. In terms of affecting their lives because of the romance books/novels, the majority

of the readers are never based on what to do or say on the romance books/novels

they read. They only read romance books/novels but it is not affecting their lives.

5. Understanding the difference between reality and fiction. They must be aware of

the realities of romance and keep an open mind about what is and is not real. We

should not compare the concepts of romance in novels and in real life because
 they are both different and do not apply in real life. Reality and fiction exist in

separate worlds, but they are inextricably linked.

Recommendation

In line with the foregoing findings and conclusions, the recommendation part are

given by the sectors of the community, and it is listed by the researchers to know what

are the Proposals that will enable Arellano University-Andres Bonifacio Campus

Humanities and Social Sciences bookworms to make distinction between romance in

novels and romance in reality, the following are the proposed recommendations:

1. It has been determined that Arellano University needs to conduct a widespread

informational campaign explaining how reading adult and erotic sub-genres at

such a young age can lead to pedophilia and other heinous issues. It has been

observed that the majority of respondents prefer reading the romantic sub-genre

of adult romance, followed by the romantic sub-genre of erotic romance.

2. It has been noted that the majority of readers are female and base their perceptions

of their romantic relationships on novels. This demonstrates the need for Arellano

University to host a session that discusses the dos and don'ts in any relationships

they may have as well as the abusive and misogynistic moves that appear to be

green flags in novels but are actually red flags.

3. There are many students at Arellano University who read novels in a variety of

genres, according to observations. As a result, the university may also hold a book
 fair once a month to introduce each student to new genres that give a variety of

ideas and information and therefore raise each student's level of knowledge and

comprehension.

4. Based on the data gathered, Arellano University may also present a talk that

discusses how reading a story can cause you to "lose yourself" in the world of a

fictional character. When this happens, you may end up altering your own

behavior and thoughts to reflect that of the character, which may have either

positive or negative consequences.

5. A book shelf with materials contributed by students might potentially be of help

at Arellano University. Every first day of the week, they may adopt a "ME TIME,

READ TIME" initiative that would let students read books with their classmates

for at least 30 minutes.