Reading Comprehension and Fake News Susceptibility in social media of

College Students

An Undergraduate Thesis

Presented to the Faculty of College of Education at

Central Bicol State University of Agriculture – Sipocot Campus

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Secondary Education

Major in English

CANDELARIA, MARY JOY

PAGLINAWAN, MARY ANGELI B.

SALOMON, ELLA MAE V.

2022
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CHAPTER 1

INTRODUCTION

Reading is one of the main building blocks upon which a solid education

can be built. It is perfectly possible and doable to gain an excellent, well-rounded,

broad education without going to college, simply by reading books. However,

without the skills of reading and comprehending what you’ve read, you could

spend all your money and several years at the college of your choice, and still

not become educated. Reading comprehension is the ability to process

information that we have read, and at the same time understand its meaning. It is

a skill that people must learn to enable them to defend themselves from being

susceptible to fake news.

The study of Dispo and Navarro (2020) entitled “Poor reading

comprehension of young Filipinos linked to lack of quality reading materials”

states that, the inadequate and unavailable reading tools in the Philippines is one

of the factors that affects the poor reading comprehension of the students. In the

Varsitarian online interview, Karen Yoma, English Coordinator at the UST Junior

High School called for the improvement of facilities and reading materials to

address the issue.

In the international quality education, the Philippines only came in 79 th

place, with a score of 340 compared to the Organization for Economic Co-

operation and Development (OECD) average of 487. The 2019 Programme for

International Student Assessment (PISA)’s results revealed that Filipino pupils

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scored poorly in math and science, scoring 353 and 357 points respectively,

compared to an OECD average of 489 in both areas. In addition, around 80% of

Filipino children do not meet the minimal competence requirements for their

grade levels (Paris, 2019).

Due to the prevailing issues on the poor reading comprehension of young

Filipinos linked to lack of quality reading materials, Melanie Turingan of the

Department of History at Faculty of Arts and Letters said that “If the reading

material comes from the internet, the tendency for readers is to simply scan, she

claimed that exposure to social media can also affect the students’ ability to

differentiate verified information from false ones. Reading comprehension by all

means is the foundation of one’s individuality and level of education. It is the path

to proficiency and is crucial in fake news awareness (Navarro, 2020).

On the other hand, the immensity of the exposed news online has given

everybody the chance to manipulate information; and so, confusion and

misinformation transpire, and the evaluation of credibility and trustworthiness

becomes intricate.

The Google Trend of 2017, the term fake news experienced a dramatic

surge in Google searches. Jokes, rumors, lies, deceit, and propaganda had all

earned a new name – fake news, however, has proven to be an elusive term.

Within the media itself, its definition includes satire, hoaxes, poorly reported news

that often gets retracted, a misuse of data, and imprecise and sloppy journalism.
 4

In the United States of America (USA), the perplexity and wide definition

of the term was further convoluted when Donald Trump received the electorate

majority necessary to become the 45th president of the United States. Shortly

after, only weeks into his presidency, the term fake news received a massive

overhaul. Lies, deceit, and deception are not new concepts in relation to news

media and politics. Since the beginning of news media, the spread of information

has caused worry over the possibility of said information to be misconstrued,

incomplete, or entirely fabricated.

In the Philippines, the National Union of Journalists (NUJ) and the Cebu

Citizens-Press Council (CCPC) in March 2017, states that fake news occurs

when standards of journalism are violated, and scope of content (Seares, 2017).

Due to the prevailing issues on reading comprehension and fakes news,

this study investigates the reading comprehension and fake news susceptibility in

social media of college students which is timely and relevant into this modern

times.

Statement of the Problem

The study aimed to investigate the reading comprehension and fake news

susceptibility in social media of college students.

Specifically, it aimed to find the answers to the following questions:

1. What is the Socio-demographic profile of the respondents in terms of;

a. Age
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b. Gender

c. Monthly family income

2. What is the reading comprehension level of the respondents?

3. What is the extent of fake news susceptibility of the respondents in

social media?

4. Is there a significant relationship between fake news susceptibility level

and the respondents’ socio-demographic profile?

5. Is there a significant relationship between fake news susceptibility and

reading comprehension level of the respondents?

Objectives of the Study

This study was anchored to the following objectives:

1. to determine the socio-demographic profile of the respondents in terms

of age, gender, and monthly family income;

2. to evaluate the reading comprehension level of the respondents;

3. to identify the fake news susceptibility levels of the respondents in

social media;

4. to analyze if there is a significant relationship between fake news

susceptibility level and the respondents’ socio-demographic profile; and

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5. to correlate if there is a significant relationship between fake news

susceptibility and reading comprehension level of the respondents?

Scope and Limitation

This study primarily focuses on determining the socio-demographic profile,

the reading comprehension level, and the fake news susceptibility of the

respondents in social media. Essentially, because of the college students’

discerning ability and capacity to decide based on what they read, they are more

prone to misinformation and disinformation on social media platforms. The

respondents are college students from the four college departments of Central

Bicol State University of Agriculture – Sipocot, across year level. The study

utilizes a survey questionnaire focusing on the respondents’ socio-demographic

profile, a reading comprehension test, and a questionnaire on the fake news

susceptibility of the respondents, to get the reading comprehension level and the

extent of fake news susceptibility of the respondents.

This study was limited to socio-demographic profile in terms of age,

gender, and monthly income. Other demographic profiles are excluded. And was

limited to misinformation and disinformation fake news, reading comprehension

level of the respondents, and social media as the primary platform of fake news

proliferation. Other platforms are not included in the study.

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Significance of the Study

This study was undertaken to find out the reading comprehension, and

fake news susceptibility in social media of college students. Hence, this study

was beneficial to the following entities.

Teachers. This study may be beneficial to all teachers in primarily, secondary

and tertiary levels to help students raise awareness about fake news in social

media platforms by teaching them to cite sources, and questions, verify the

validity of information, and improve their discerning ability through reading

comprehension practice.

Students. This research may benefit the students to develop better discerning

ability and capacity to decide based on what they read to avoid spreading fake

news on social media platforms and improve their reading comprehension.

Parents. This study will help parents take some precautionary measures to help

lessen the susceptibility of their child/ren to fake news.

Other Researchers. The future researchers may benefit from this research

because this may serve as baseline for the conduct of similar or related study.

The present study hopes to contribute to the body of knowledge on reading

among students.
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CHAPTER II

Review of Literature

This chapter consists of the review of the related literature and studies, which

in one way or another were found related to the study, theoretical and conceptual

framework, definition of terms, assumption and hypotheses.

A. Socio-demographic profile

The socio-demographic profile is the characteristics of a population such as

age, gender, and family income. In connection to this, the current study would

like to know if the reading comprehension and fake news susceptibility of college

students are also influenced by socio-demographic profile.

Popken (2019) on his study about “Age, not politics, is the biggest predictor of

who shares fake news on Facebooks” states that the biggest predictor of whether

someone will share fake news isn’t their political affiliation – it’s their age.

According to Nagler et. al (2019) on their study entitled “Less than you think:

Prevalence and predictors of fake news dissemination Facebook” founds that

people 65 years of age and above are seven times more likely to share fake

news than those aged 18-29. It states that age 60’s and beyond, lacks the level

of digital media literacy necessary to reliably determine the trustworthiness of

news encountered online.”

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Furthermore, Tucker (2019) states that, while age proved to be the best

predictor of who shared what was determined to be fake news, researchers also

found conservative users were more likely to share fake news. Accelerated by

algorithms that sort news based on user preferences, social media users tend

to share news that reflects their existing beliefs.

Based on the report published in “The Asian Age” Deccan Chronicle on

February 23, 2019 states that, an extensive survey-based study titled,”

Countering Misinformation (Fake News) in India” by Internet and Mobile

Association of India (IAMAI), found that people below the age of 20 or those

above the age of 50 are most susceptible to be swayed by fake news. According

to the report, most people use social network platforms to connect with friends

and families. As age of the respondents increased, ‘Friends or Friend Groups’

and groups based on political/social/cultural beliefs of the person was chosen by

a greater proportion of respondents as their main source of information on social

media.

However, according to the study of Newman, et.al, (2018) about the

factors that influence the trust of users towards news shared on social media, the

result shows that: 53% of users aged 18–24 reported to share fake news

because they are more active on social media.

In gender, some studies also found that it is one of the factors that

influence the fake news susceptibility of the student.

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Bamise and Akande (2021) on their study about “Gender differences in

the reading habits of secondary school students of Osun State public

school”, have reported that girls have better reading habits than boys.

Khairuddin (2013) found that female students had a higher interest in

reading than male students. Mahbubul and Saifur (2021) found that females read

books more than males nevertheless, there was not much difference in the type

of book being read. Similarly, other researchers (Merga et. al, 2014) found that

girls are likely to read frequently than boys especially in reading for pleasure.

Ullah (2019) established that girls’ better performance than boys academically is

a fact across the globe.

However, Arifin et al. (2018) and Merga and Moon (2016) believe that

school behavior and school performance differences between boys and girls are

strongly shaped by socialization.

The study of Almenar (2020) about “Gender Differences in Tackling Fake

News: Different Degrees of Concern but Same Problems” shows that men and

women’s perception of difficulty in identifying fake news is similar, while women

are more concerned than men about the pernicious effects of misinformation on

society. Gender differences are also found in the topics of the false information

received. A greater proportion of men receive false news on political issues,

while women tend to more frequently receive fake news about celebrities.

The gender approach is very relevant in these areas of research. Previous

research showed significant differences in how women and men find and
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consume news, as well as the topics that most interest them (Fortunati et al.,

2014). It seems that women may be more interested in news and reporting which

is directly related to daily life, such as the weather, health and similar topics, and

less interested in ‘hard’ political news (Poindexter & Harp, 2008). A ‘news

consumption gender gap’ has also been identified (Toff & Palmer, 2019) that

plays an important role in shaping how women consume less news through

patterns of news avoidance, news-is-for-men perceptions and structural

inequalities that shape individuals’ everyday media consumption habits.

Furthermore, studies found that girls have a higher percentage to indulge

in leisure reading than boys. The females show a more positive attitude to

reading and a preference for reading a variety of genre compared to males.

Concerning the text genres, it has been revealed that boys preferred adventure,

science fiction and sports stories, while girls enjoyed animal stories and stories

about teenage problems as well as romance, friendship, animal stories and

historical fiction (Chave et. al, 2012).

Another factor is the family income. According to the study conducted by

Chinyere Unigwe (2018) entitled “Global View on Reading Comprehension:

Implication for Family Background on Pupils’ Reading Abilities” states that, one of

the most stable and consistently observed phenomena in the field of education is

the impact of students’ home background on achievement. Students whose

parents have a higher level of education, a more prestigious occupation, or

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greater income tend to have higher achievement than students whose parents

have a lower standing on such socio-economic status (SES) indicators.

The family background and school context can influence students’

preferences and contribute to shaping students’ reading attitudes and

preferences. The importance of parent/family involvement has been highlighted

as a basic factor that can help children improve reading by providing motivating

and pleasurable experiences with books and literacy (Ellen, 2012).

B. Reading Comprehension

Reading comprehension is the ability to process information that we have

read, and at the same time understand its meaning. It is a skill that people must

learn to enable them to defend themselves from being susceptible to fake news.

The study of Van den Broek et al. (2016) entitled “Connecting Cognitive

Theory and Assessment: Measuring Individual Differences in Reading

Comprehension,” states that the level of reading comprehension refers to the

type of mental representation that is made of the written text. The reader builds

a mental model in which he can integrate explicit and implicit data from the text,

experiences, and previous knowledge.

Pena and Rojas (2021) on their study about “Levels of Reading

Comprehension in Higher Education: Systematic Review and Meta-Analysis”

states that Higher education aims for university students to produce knowledge
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from the critical reflection of scientific texts. Therefore, it is necessary to develop

a deep mental representation of written information.

Furthermore, factors related to the level of understanding of written

information are the mode of presentation of the text (printed vs. digital), the type

of metacognitive strategies used (planning, making inferences, inhibition,

monitoring, etc.), the type of text and difficulties (novel vs. a science passage),

the mode of writing (text vs. multimodal), the type of reading comprehension

task, and the diversity of the student. For example, several studies (Tuncer et. al,

2020) indicate that reading is more efficient with better performance in reading

comprehension tests in printed texts compared to the same text in digital and

prefer to read in print.

Palani, (2015) states that, reading is an individual's ability to identify

symbols and connect suitable meanings. It needs identification and

comprehension. Comprehension abilities assist the student in comprehending

the meaning of words in isolation and context. Palani views reading as thinking,

evaluating, judging, imagining, reasoning, and problem-solving. Reading,

therefore, is an essential tool for knowledge transfer, and the culture of reading is

an academic activity that increases skills in reading strategies and was important

to achieve effective learning.

According to Mangen et al. (2014) oh their study about “Print vs. Digital

Reading Comprehension in EFL” it states that literature on the relationship

between reading comprehension and medium choice remains inconclusive

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despite these behavioral and cognitive differences. Some students report better

reading comprehension from reading printed text than on digital devices.

On the other hand, effective reading comprehension techniques are

essential to enhance comprehension among students. Thus, language

instructors must implement adequate reading strategies to improve

comprehension and facilitate critical thinking in understanding complex texts.

Reading comprehension comprises complicated factors, mainly cognitive,

linguistic, and socio-cultural variables, due to which the development of an

effective reading strategy is complex for language instructors (Aleniz et. al

2019).

According to the study conducted by Parecki et al. (2015), reading enables

students to become independent in comprehending complex text structures while

improving their academic and professional skills. Successful readers tend to

have a higher comprehension as they can create connections between different

ideas, understand complex notions, and reflect on the information simultaneously

while reading. Hence, educators must implement educational strategies that

promote critical thinking and pre-reading to develop comprehension skills in

students (Javed et al., 2015).

Glenberg (2017) implies that reading comprehension in education enable

the students to engage in critical reflection and understanding of the text and

utilize rationale to generate adequate responses in comprehension.

Moreover, based on the studies gathered by the researchers about

reading comprehension levels, we conclude that studying literature about

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reading is vital for us to understand further how important reading

comprehension specially to lessen the spread of fake news. In addition, those

studies cited above are a great help in the conduct of the study.

C. Fake News Susceptibility

The immensity of the exposed news online has given everybody the

chance to manipulate information; and so, confusion and misinformation

transpire, and the evaluation of credibility and trustworthiness becomes intricate.

In spite of the continuous efforts of various academic institutions to provide a

wide array of databases and resources among learners – still the current

phenomenon called fake news has become incessantly dispersing.

The Google Trend of 2017, the term fake news experienced a dramatic

surge in Google searches. Jokes, rumors, lies, deceit, and propaganda had all

earned a new name – fake news, however, has proven to be an elusive term.

Within the media itself, its definition includes satire, hoaxes, poorly reported news

that often gets retracted, a misuse of data, and imprecise and sloppy journalism.

According to Burshtein (2017), Fake news is a fictitious report relating to

current events which are fabricated and often titled misleadingly, with the

deliberate purpose of deceiving users and motivating them to disseminate the

report. It is a wrong approach to convey wrong information sensationalized only

to promote or advertise their product. Generally, the authors, publishers, and

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fake news distributors are often anonymous or pseudonymous. In this paper, the

focus of Fake news is thoroughly on the internet.

The study conducted by Jimenez et. al (2020), entitled “Teen’s Motivations

to Spread Fake News on WhatsApp” states that younger people are exposed to

misinformation that circulates rapidly on their mobile devices through instant

messaging applications such as WhatsApp. Under the guise of news, an attractive

format and outrage discourse, fake news appeal to their emotions by inviting them

to distribute them impulsively. All of this is supported by a device—the mobile

phone—in which the action of sharing is a matter of trust.

Like no other time in our history, the threat of misinformation and

disinformation is high. Misinformation refers to false information shared by a

source who intends to inform but is unaware that the information is false or

inaccurate, for example, a false connection, a wrong interpretation, a myth, or a

misconception (Derakhshan, 2017). Disinformation refers to false, manipulated, or

fabricated content and misleading information shared by a source who intends to

deceive and is aware that the information is false (Lazer et al., 2018).

On the other hand, the growth of social media in the last number of years

has brought a variety of impacts on everyday life for its users. For instance, it has

changed how people stay connected and acquire information. This rise in social

media users has also presented several opportunities and challenges for

librarians and educators (Kim et al., 2015). These challenges include the fact

that, because not all information online is credible, and people do not always
 17

have the necessary skills to decipher if it is true or false, there has been a rise in

levels of misinformation because of the growth of the social media world.

Zubiaga et al., (2016), states that the potential for spreading information

quickly through a large community of users is one of the most valuable

characteristics of social media.

Recent studies show that Facebook is one of the preferred sources of

access to news, especially for the younger generation (Newman et al., 2019).

However, Facebook and Twitter are responsible for the proliferation of fake news

in the digital universe, increasing its exposure by creating segregated groups or

recommendation algorithms (Zimmer et al., 2019).

However, Aymanns et al., (2017), found that, students may adapt and

become less vulnerable to dissemination if they become aware of fake news on

social media.

According to the study entitled “Fake News: Logical Reasoning Ability and

Students Vulnerability,” informative democratic standards, the inability to access

information and struggling to understand false news as an issue were alarming

(Moneva et al., 2020). Also, as stated in the study conducted by Liakata et al.,

2016 entitled, “Analysing How People Orient to and Spread Rumours in Social

Media by Looking at Conversational Threads,” states that “Gossips that are

refutable makes a distinctive blast that in the number of re-tweets considerably

more than bits of gossip that have been demonstrated adequate or deficient.”
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For instance, many Facebook users have been exposed to more fake news

articles on their networks (Guess et.al, 2019).

The article “Understanding Fake News Consumption: A Review”

discusses recent efforts to thwart fake news beliefs” have focused on fact-

checking and developing programs for young(er) people. Yet, if the concerns

aim at preventing disinformation on all levels—political, economic, educational,

medical, and entertainment - It is paramount to expand the scope of such

programs. A larger, interdisciplinary scope is necessary because conspiratorial

thinking can feed into many psychosocial human needs and abilities (Tandoc et

al., 2017) and is compounded by age.

Furthermore, the spread of misinformation is significant in breaking news,

where new pieces of information are released piecemeal, often starting as

unverified information in a rumor. These rumors then spread to large numbers of

users, where they influence one’s perception, and one’s understanding of events,

despite being unverified (Zubiaga et al., 2016).

C. Relationship between reading comprehension and fake news

susceptibility

The study of Consortium et., al. (2017) about, “Language and Reading

Research” states that the ability to monitor comprehension correlates with

reading comprehension and increases over development. Reading

comprehension is essential in social media to discern what fact is and correct.

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For instance, it has changed how people stay connected and acquire information,

and because not all information online is credible, people do not always have the

necessary skills to decipher if it is true or false.

Figueira and Oliveira (2018), believe that a social media user’s default action

is to share an article with a catchy headline without deep reading. Reading

comprehension plays a significant role in avoiding one’s susceptibility to fake

news.

According to San Juan (2019), among 79 participating countries, the

Philippines scored the lowest in reading comprehension in the 2018 Programme

for International Student Assessment (PISA), according to the results released

on December 3, 2019, and the country has the largest percentage of low

performers in reading among socio-economically disadvantaged students.

In Enicola's (2021) research, Filipino students also ranked 78 th in science and

math. One critical insight from this study implies that those tested mostly came

from public schools. Hence, the crisis also lies in the fact that many Filipinos

can’t read or do simple math and that having this crisis has its effects, including

misinformation and disinformation, and other concerns.

Furthermore, Parecki et al. (2015) states that reading enables students to

become independent in comprehending complex text structures while improving

their academic and professional skills. To understand how fake news might

influence the reader, processing information through reading is a relevant avenue

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of analysis. More specifically, how a person processes text, understands its

meaning, and integrates the read information with what the reader already knows

is logically connected to the viability of fake news.

According to Moneva et. al (2020), on their study about “Fake News:

Logical Reasoning Ability and Students Vulnerability” it states that Logical

reasoning ability refers to the students’ ability to understand logical work through

concepts and problems. Logical reasoning is one of the fundamental skills that is

used for effective thinking. Fake news is a spread of inaccurate information in the

internet and other forms of media. It is made either to misinform or deceive the

reader most inevitably to read of students.

In addition, the study of Gallard et. al (2020) entitled “Countering the

Cognitive, Linguistic, and Psychological Underpinnings Behind Susceptibility to

Fake news: A Review of Current Literature with Special Focus on the Role of

Age and Digital Literacy” States that, the spread of information without formal

verification increased since the introduction of social media and online news

channels. After the popularization of fake news, researchers have tried to

evaluate and understand the effects of false information from multiple different

perspectives. However, it is evident that to tackle the problem of fake news,

interdisciplinary collaboration is needed.

Furthermore, based on the study conducted by Moro et. al (2021) entitled

“A study of Fake News Reading and Annotating in Social Media Context” states

that, the online spreading of fake news is a major issue threatening entire
 21

societies. Much of this spreading is enabled by new media formats, namely

social networks and online media sites. Researchers and practitioners have been

trying to answer this by characterizing the fake news and devising automated

methods for detecting them.

Synthesis

The studies and articles cited herein had relevance and gave worthy

insights on the presents study. These provide the study to pursue this research.

The aims of this study were to determine the relationship of reading

comprehension and fake news susceptibility in social media of college students.

Similar to of the objectives of this study, studies of Popken (2019), Nagler (2019),

Tuckler (2019), Newman (2019), Akande (2021), Khairuddin (20213), Salfar

(2021), Marga (2014), Ullah (2019), Fortunati (2014), Chave (2012), Arfin (2018),

Merga (2016), Almenar (2020), and Chave (2012), shows relevant to the present

study, for it talks about the socio-demographic profile that influence the

susceptibility in fake news on social media of the student. Furthermore, Similar to

the study of Broek (2016),Rojas (2021), Palani(2015), Tuncer (2020), and

Mangen (2014), these studies also suggest that reading comprehension is a vital

to lessen the spread of fake news. Lastly, these studies Jimenez (2020), Lazer

(2018), Zimmer (2019), also studied about the cause of fake news.

In contrast, studies of Newman (2018), Arifin (2018), Megan (2016),

Almenar (2020), Chave (2012), Tuncer (2020), Mangen (2014), Moneva (2020)
 22

and Tondo (2017) focuses only one variable. Studies of Broek (2016),Rojas

(2021), Palani(2015), Tuncer (2020), and Mangen (2014) also differ in the

present study in terms of the focused instrument used in the study.

The Uniqueness of this study among the other studies was that, this study

was focused on the reading comprehension and fake news susceptibility in social

media of college students.

Theoretical Framework

This study was anchored on four theories found to be significant; such as,

Achievement Goal Theory by,Canfield and Zastavker’s (2010) Confirmation

Biased Theory, by Nickerson (1998) and Selective Exposure Theory Fredman

and Sears’s (1965) This section discusses the fundamental relationship of the

theories reading comprehension and fake news susceptibility in social media of

college students

Schemata Theory by, Jean Piaget’s (1985) Schemata Theory is a

systematic pattern of thought and behavior that affects the attention and

absorption of new information. This theory asserts that learning happens when

children adapt their schemata. The reader's schema serves as the foundation for

comprehending, learning, and retaining the text's contents. With this prior

knowledge, a student generates meaning and comprehends the text.

Furthermore, the theory interprets that when people comprehend, they need to

combine their background knowledge with the information in a text. In this

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process, the prior knowledge and knowledge structure work effectively in

people's cognitive activities.

Achievement Goal Theory by Canfield and Zastavker’s (2010)

Achievement Goal Theory (AGT) has significant relevance to the students'

reading comprehension performance; this theory is viewed as the primary

theoretical framework for understanding motivation to learn. AGT has two

dominant goals, namely: (a) a mastery goal orientation that is characterized by a

desire for self-improvement and an emphasis on learning, (b) and a performance

goal orientation wherein students are motivated by a desire for extrinsic approval.

Goal structure describes the type of achievement goal emphasized by the

prevailing instructional practices and policies within the classroom, school, or

another learning environment.

Confirmation Bias Theory by, Nickerson (1998) states that, individuals

tend to favor information that confirms their beliefs or ideas and discount that

which does not. It means that, when confronted with new information, we tend to

do one of two things. If this information confirms what we already believe, our

instinct is to accept it as true, accurate, and unbiased. We unreservedly accept it

and are happy to have been shown it. Even if it has some problems, we forgive

and forget those and quickly incorporate this new information into our beliefs and

schemas. We are also more likely to recall this information later to help buttress

our beliefs during an argument. On the other hand, if this newly encountered

information contradicts what we already believe, we respond naturally differently.

We become highly critical and defensive immediately, nit-picking any possible

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flaw in the information, even though the same flaw would be ignored if the

information confirmed our beliefs.

Selective Exposure Theory by, Fredman and Sears’s (1965) Selective

Exposure Theory states that it’s easy to create a personalized stream of content

Figure 1. Theoretical Framework

Selective Exposure Schemata Theory

Theory
Jean Piaget
Fredman and Sears
(1965) (1985)

Reading
Comprehension and
Fake News
Susceptibility in
social media of
College Students

Achievement Goal
Confirmation Bias Theory (AGT)

Nickerson (1998) Canfield and

Zastavker (2010)
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depending on which accounts or Hashtags you follow in the age of social media.

You can even block specific words from showing up on your feed on Twitter. It

can be beneficial for sensitive people to Particular topics and insulate them from

further harm. But it can also be detrimental: Some users might abuse this feature

by hiding anything that doesn’t align with their Beliefs. For example, someone

who supports consuming meat and animal products Might hide words like

“vegan” or “vegetarian.” There isn’t any benefit in hiding from these words, and it

prevents them from coming across opinions that differ from their own.

Conceptual Framework

This study follows three aspect of system approach, the input, process,

and output of the study

The Input includes the socio-demographic profile of the respondents in terms of

age, gender, and monthly family income, the reading comprehension level of the

respondents, and the extent of fake news susceptibility of the respondents in

social media.

The Process includes preparing and validating the survey questionnaire,

administering and retrieving the data of the survey. The data gathered is

subjected to appropriate statistical treatment, analysis, and interpretation of data.

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The Output is the reading comprehension and fake news susceptibility in social

media of college students.

READING COMPREHENSION AND FAKE NEWS SUSCEPTIBILITY IN

SOCIAL MEDIA OF COLLEGE STUDENTS

INPUT PROCESS OUTPUT

I. Socio- I. Preparation, and Reading
demographic validation of survey Comprehension and
profile questionnaire and Fake News
standardized Susceptibility in social
a. Age reading media of College
comprehension Students
b. Gender
test
c. Monthly Family II. Administration and
Income retrieval of the
survey
II. Reading questionnaire and
Comprehension standardized
Level reading
III. Fake news comprehension
susceptibility in test
social media
III. Statistical
treatment, analysis,
and interpretation
of data

FEEDBACK
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Figure 2. Conceptual Framework

Definition of Terms

The following terms defined conceptually and operationally for clarification

in further understanding of the study.

Reading Comprehension Level

Reading Comprehension Level refers to the students’ proficiency in

understanding written text, developing and interpreting meaning, and using

meaning as appropriate to type of text, purpose, and situation (National Council

for Teacher Education Research Foundation, 2015). In this study, it pertained to

the level of attainment reached by the respondents based on the result of their

reading comprehension test. It has five levels in its descending order namely

Advanced, Proficient, Approaching, Developing, and Beginning. These levels

were adapted from DepEd’s assessment of students’ learning and Phil-IRI’s

reading comprehension levels.

Fake News Susceptibility

Fake news is a purposely crafted, sensational, emotionally charged,

misleading or totally fabricated information that mimics the form of mainstream

news () Susceptibility is the quality or state of being susceptible. In this study,

fake news susceptibility refers to the state of being susceptible to fake news in

social media.

Social media
 28

Social media refers to the means of interactions among people in which

they create, share and/or exchange information and ideas in virtual communities

and networks (communications.tufts.edu). In this study, it refers to the platform

where fake news is proliferated.

Assumption

This study premises on the assumptions:

1. The respondents’ socio-demographic profile varies.

2. The respondents reading comprehension levels vary

3. The respondents’ Fake News susceptibility level in social media

varies.

Hypotheses

This study is guided by the hypotheses:

1. There is no significant relationship between the Fake news

Susceptibility level and the respondents' socio-demographic profile.

2. There is no significant relationship between fake news

Susceptibility and the reading comprehension level of college learners.

 29

CHAPTER III

METHODOLOGY

This chapter presents an describes the research methodology and

procedure that were employed in conducting the research. It includes the

research design, research setting, respondents, instrument and validity, and

statistical treatment of this study.

Research Design

This study used the quantitative-nonexperimental through descriptive-

correlational method of research. The descriptive method was used to describe

the Socio-demographic profile of the respondents in terms of age, gender, and

monthly family income, their reading comprehension level, and the extent of fake

news susceptibility of the college learners in social media. Moreover, the

correlational method was utilized to unveil the significant relationship between

the extent of fake news susceptibility of the college learners on social media and

the respondents’ socio-demographic profile. Also, to analyze the significant

relationship between the extent of fake news susceptibility of the college learners

in social media and the reading comprehension level of the college learners.

Research Setting
 30

This study was conducted at Central Bicol State University of Agriculture -

Sipocot Campus S/Y 2021-2022. The school is located at Brgy. Coloy-Coloy,

Impig, Sipocot Camarines Sur along Maharlika Highway. The university has four

colleges namely; College of Education which offers BEED, BSED, and BTLED

programs; College of Criminology, College of Industrial Technology, majors in

Food Trades, Automotive Technology, Mechanical Technology, Electrical

Technology, and Electronics Technology; and College of Information

Technology.

Respondents

The respondents of this study were 332 students of the 4 colleges of

Central Bicol State University of Agriculture - Sipocot wherein 84 students are

from the college of education, 86 students are from the college of criminology, 82

students are from the college of industrial technology, and 80 students are from

the college of information technology. Yamane’s formula was used to determine

the sample and to simple random sampling was used to determine the

respondents. Table presents the frequency distribution of respondents from the

College of Education. College of Criminology, College of Industrial Technology,

and College of Information Technology.

Table 1. Frequency Distribution of the Respondents

Respondent f Percentage
 31

Education
students 84 25.30 %

Criminology
students 86 25.90%

Industrial
Technology
students 82 24.70%

Information
Technology
students 80 24.10%

Total 332 100%

Table 1 shows the distribution of respondents. There were 84 or 25.30%

Education students, 86 or 25.90% Criminology students, 82 or 24.70% Industrial

Technology students, and 80 or 24.10% Information Technology students of

Central Bicol State University of Agriculture – Sipocot, with a total of 332

respondents.

Research Instrument

This study used survey questionnaire in gathering the data to determine

the respondents’ socio-demographic profile, reading comprehension level, and

extent of fake news susceptibility. It was composed of three parts. Part I includes

the socio-demographic profile of the respondents in terms of age, gender, and

monthly family income. Part II was a standardized reading comprehension test

with 40-item questions, while part III was a survey questionnaire that contains

statements under fake news susceptibility in social media along Confirmation

 32

Bias, Lack of Credibility Evaluation, Impatience, Cognitive Downplay, Emotional

Challenges, Illusory Truth Effect, and Social Pressure with 5 indicators for each.

This was answered through google form.

The survey questionnaire was presented to the thesis adviser, statistician,

members of the panel for content validation. The suggestions, corrections of

grammar and recommendations were adopted for the improvement and validity

of the instrument.

Data Gathering Procedure

The researchers prepared the survey questionnaire with the assistance of their

adviser. After the revision and content validation by the adviser, statistician, and

members of the panel, Google forms containing the survey questionnaire was

made. Furthermore, the researchers secured permission to conduct the survey

from the Deans of the four colleges. The distribution and retrieving of the data to

the respondents was done through Google forms.

Statistical Treatment

For accuracy and veracity of the results this stud used the following

statistical tools to interpret and analyze the data gathered.

Frequency Count and Percentage Technique were used to describe the

socio-demographic profile of the respondents in terms of age, gender, course

family income, and fake news susceptibility.

 33

Weighted Mean and Ranking were utilized to determine the general

results of the respondents’ reading comprehension level, and their fake news

susceptibility in social media.

Chi-Square was used to evaluate variables in the socio-demographic

profile and the significant relationship between the socio-demographic profile and

the extent of fake news susceptibility of the respondents in social media.

T-test was used to determine the significant relationship between the

reading comprehension level, and the extent of fake news susceptibility of the

respondents in social media.

Pearson Product Moment Correlation was used to determine the

strength of relationship between the reading comprehension level, and the extent

of fake news susceptibility of the respondents in social media.

 34

CHAPTER IV

RESULTS AND DISCUSSION

This chapter is the presentation, analysis, and interpretation of the data

gathered which are divided into three parts, namely Socio-demographic profile of

the respondents in terms of age, gender and, monthly family income; reading

comprehension level of the respondents; and the extent of fake news

susceptibility of the respondents in social media.

Socio-demographic profile of the respondents in terms of age, gender and,

monthly family income

The tables below presented the computed data about the socio-

demographic profile of the respondents along with age, gender, and family

income. The data were quantified with the used of frequency count and

percentage technique.

A. Age

Table 2 presented the socio-demographic profile of the respondents along

with age. Out of 332 respondents, 156 or 46.99% are under the bracket of 20 or

younger; 172 or 51.81% range from 21-25 years old; and 3 or 0.90% are under
 35

26-30 on the other side; 1 respondent range from 31 or older with a percentage

of 0.30.

Table 2. Age Distribution of the Respondents

Gender Frequency Percentage

20 or younger 156 46.99
21-25 172 51.81
26-30 3 0.90
31 or older 1 0.30
Total 332 100

It can be observed that the highest percentage of the respondents range

from 21-25 years old. Furthermore, the lowest percentage ranges from 31 or
older. The study concluded that the majority of the respondents are in the range
of 21-25 years old.

Insert RRL and explanation……

B. Gender

Table 3. Gender Distribution of the Respondents

Gender Frequency Percentage

Male 144 43.37
Female 172 51.81
LGBTQ+ 16 4.82
Total 332 100

Table 3 presented the socio demographic profile of the respondents

along with gender. Data showed 144 students or 43.37% are male; 172 students
or 51.81% are female; and 16 students or 4.82% are members of the LGBTQ+.

Based on the findings it can be concluded that the majority of the

respondents are female and has the highest percentage of 51.81%. Furthermore,
the lowest percentage ….(EDITTT)

C. Monthly
 36

Table 4. Monthly Family Income Distribution of the Respondents

Income Frequency Percentage

Below Minimum 231 69.58
P10,000.00 – P20,000.00 86 25.90
P20,001.00 – P30,000.00 9 2.71
P30,001.00 – P40,000.00 5 1.51
P40,000.00 above 1 0.30
Total 332 100.00

Table 4 presented the socio-demographic profile of the respondents

along monthly family income. Based on the table above, out of 332 respondents,
231 or 69.58% has an income of below minimum; 86 or 25.90% of the
respondents has an income ranging from P10,000.00 – P20,000.00; 9 or 2.71%
of the respondents has an income ranging from P20,001.00 – P30,000.00; 5 or
1.51% of the respondents has an income ranging from P30,001.00 – P40,000.00;
and 1 or 0.30% of the respondents has an income of P40,000.00 above.

The gathered data showed that below minimum income got the highest
number of 231 with a percentage of 69. 58. On the other hand, the income
ranging from P40,000.00 above got the lowest number of 1 with a percentage of
0.30. The data concluded that majority of the respondents has a monthly family
income of below minimum. (EEEDDit)

Reading comprehension level of the respondents

The table below presented the computed data about the reading
comprehension of the respondents along with age, gender, and family income.
The reading comprehension level was determined by administering 40-item
standardized reading comprehension test. How was it computed

Table 5. Reading comprehension level of the respondents

Score Frequency Percentage Interpretation Rank

33-40 37 11.14 Advanced 4
25-32 95 28.61 Proficient 2
17-24 86 25.90 Approaching 3
9-16 101 30.42 Developing 1
0-8 13 3.92 Beginning 5
 37

Total 332 100

Average 21.50 Approaching

Table 5 presented the reading comprehension level of the respondents.

Gathered from the table, 37 or 11.14 percentage of the respondents got a score
of 33-40 with an interpretation as advanced; 95 or 28.61 percentage got a score
of 25-32 with an interpretation as proficient; 86 or 25.90 percentage got a score
of 17-24 with an interpretation as approaching; 101 or 30.42 percentage got a
score of 9-16 with an interpretation as developing; and 13 or 3.92 percentage got
a score of 0-8 with an interpretation as beginning. Overall, the respondents
attained an average of 21.50 classified as approaching.

Insert RRL…

The study is in parallel/ in consonance/ argues/ contradicts

The findings is in lined…

Extent of fake news susceptibility of the respondents in social media

The tables below presented the average data of the extent of fake
news susceptibility of the respondents in social media along with 7categories
such as confirmation bias, lack of credibility evaluation, impatience, cognitive
downplay, emotional challenges, illusory truth effect, and social pressure. The
data was interpreted using the weighted mean and ranking.

Table 6. Extent of fake news susceptibility of the respondents in social

media in terms of confirmation bias

Weighted
Confirmation Bias Mean Rank Interpretation
(WM)
1. I check the news’ veracity posted by
4.00 1 Often
famous personalities on social media.
2. I easily believe information posted by
strangers on social media that favors 2.77 5 Sometimes
my beliefs.
3. I verify the information I see and read
on social, depending on interests, 3.85 2 Often
partisanship, or fans.
 38

4. I am influenced by views, videos, and

3.31 4 Sometimes
comments made on social media.
5. I share news of interest that I receive
3.40 3 Often
on social media.
Average Weighted Mean (AWM) 3.47 --- Often
Legend:

4.20 – 5.00 – Always

3. 40 – 4.19 – Often
2.60 – 3.39 - Sometimes
1.80 – 2.59 - Rarely
1.00 – 1.79 - Never

Table 6 presented the extent of fake news susceptibility of the

respondents in social media in terms of confirmation bias. Based on the findings,
the indicator that got the highest score and ranked 1 st is the “I check the news’
veracity posted by famous personalities on social media” with a weighted mean
of 4.00. Whereas, the indicator that got the lowest score and rank last or 5 th is the
“I easily believe information posted by strangers on social media that favors my
beliefs” with weighted mean of 2.77. The result shows that the respondents often
check the news’ veracity rather than easily believed the information posted by
strangers on social media that confirms their biases.

Insert RRL…

Table 7. Extent of fake news susceptibility of the respondents in social

media in terms of lack of credibility evaluation

Weighted
Lack of Credibility Evaluation Mean Rank Interpretation
(WM)
1. I go to the news sources if I doubt the
4.00 3 Often
credibility of what I see or read.
2. I check to make sure what I am
reading, sharing, and commenting on 4.25 1 Always
is real.
3. When reading an article on social
media, I look at its reliability and 4.21 2 Always
relevance.
4. I quickly trust information circulating
2.92 4 Sometimes
on social media.
5. I share posts without looking at the
2.73 5 Sometimes
sources.
Average Weighted Mean (AWM) 3.62 --- Often
Legend:
 39

4.20 – 5.00 – Always

3. 40 – 4.19 – Often
2.60 – 3.39 - Sometimes
1.80 – 2.59 - Rarely
1.00 – 1.79 - Never

Table 7 presented extent of fake news susceptibility of the respondents in social

media in terms of lack of credibility evaluation. Based on the findings, the
indicator that got the highest score and ranked 1 st is the “I check to make sure
what I am reading, sharing, and commenting on is real” with a weighted mean of
4.21. Whereas, the indicator that got the lowest score and rank last or 5 th is the “I
share posts without looking at the sources” with weighted mean of 2.73. The
result shows that the respondents check to make sure what they are reading,
sharing, and commenting on is real rather than share posts without looking at the
sources because it is important to evaluate the credibility of the source to check
the news’ reliability.

Table 8. Extent of fake news susceptibility of the respondents in social

media in terms of Impatience

Weighted
Impatience Mean Rank Interpretation
(WM)
1. I believe the news I just read on
social media and rely on my 4.00 1 Often
background knowledge.
2. When in doubt about the news I read,
3.60 3 Often
I skip reading it.
3. I like to analyze further information I
3.82 2 Often
receive from social media.
4. I read everything in my social media
3.27 4 Sometimes
feed.
5. I skip reading the whole post and 3.08 5 Sometimes
 40

jump to a conclusion.
Average Weighted Mean (AWM) 3.55 --- Often
Legend:

4.20 – 5.00 – Always

3. 40 – 4.19 – Often
2.60 – 3.39 - Sometimes
1.80 – 2.59 - Rarely
1.00 – 1.79 - Never

Table 8 presented the extent of fake news susceptibility of the

respondents in terms of impatience. Based on the findings, the indicator got the

highest score rank as 1st is that “I believe the news I just read on social media

and rely on my background knowledge” with a weighted mean of 4.00. Whereas,

the indicator got the lowest score and rank last or 5 th place is that “I skip reading

the whole post and jump to a conclusion” with a weighted mean of 3.08. The

result shows that most of the respondents believed the news they've read on

social media and rely on their own background knowledge but skip reading the

whole posts and jump to a conclusion.

Table 9. Extent of fake news susceptibility of the respondents in social

media in terms of Cognitive Downplay

Weighted
Cognitive Downplay Mean Rank Interpretation
(WM)
1. I judge quickly without examining the
truthfulness of its content whenever I 4.00 1 Often
read a social media post.
2. I believe that news does not contain 3.14 5 Sometimes
 41

any malicious distortion of the truth.

3. I suspect that information I received
on social media is fake news when 3.61 3 Often
the author is unknown.
4. I quickly understand posts on social
3.68 2 Often
media.
5. I can hardly identify news, whether it
3.35 4 Often
is fake or factual.
Average Weighted Mean (AWM) 3.56 --- Often
Legend:

4.20 – 5.00 – Always

3. 40 – 4.19 – Often
2.60 – 3.39 - Sometimes
1.80 – 2.59 - Rarely
1.00 – 1.79 - Never

Table 9 presented the extent of fake news susceptibility of the

respondents in terms of cognitive downplay. Based on the findings, the indicator
got the highest score rank as 1 st is that “I judge quickly without examining the
truthfulness of its content whenever I read a social media post" with a weighted
mean of 4.00. Whereas, the indicator got the lowest score and rank last or 5 th
place is that “I believe that news does not contain any malicious distortion of the
truth" with a weighted mean of 3.14. The result shows that most of the
respondents judged quickly what they've read in social media post without
examining the truthfulness of its content than believing that news does not
contain any malicious distortion of truth.

Table 10. Extent of fake news susceptibility of the respondents in social

media in terms of Emotional Challenges

Weighted
Emotional Challenges Mean Rank Interpretation
(WM)
1. I tend to share posts of others to have
4.00 1 Often
fun.
2. I post content on social media based
3.62 2 Often
on my interest.
3. I recommend news stories, videos,
and links that I receive on social 3.33 3 Sometimes
media to others.
4. I follow views and comments that are
made on social media if it looks 3.24 5 Sometimes
appealing.
5. I perceive a post positively about a 3.25 4 Sometimes
famous or political figure if presented
 42

lightly.
Average Weighted Mean (AWM) 3.49 --- Often
Legend:

4.20 – 5.00 – Always

3. 40 – 4.19 – Often
2.60 – 3.39 - Sometimes
1.80 – 2.59 - Rarely
1.00 – 1.79 - Never

Table 10 presented the extent of fake news susceptibility of the

respondents in terms of emotional challenges. Based on the findings, the
indicator got the highest score rank as 1 st is that “I tend to share posts of others
to have fun" with a weighted mean of 4.00. Whereas, the indicator got the lowest
score and rank last or 5th place is that “I follow views and comments that are
made on social media if it looks appealing." with a weighted mean of 3.24. The
result shows that most of the respondents tend to share posts of others to have
fun rather than to follow views and comments that are made on social media if it
looks appealing.

Table 11. Extent of fake news susceptibility of the respondents in social

media in terms of Illusory Truth Effect

Weighted
Illusory Truth Effect Mean Rank Interpretation
(WM)
1. I think social media is a better way to
keep up with the news, especially
4.00 1 Often
when different social media outlets
have the same post about it.
2. I define information as fake news
3.42 3 Often
after reading from various sources.
3. I quote the information I need on
social media when it is repeatedly 3.30 4 Sometimes
shared.
4. I am sure if I share fake or real news
by comparing and contrasting 3.44 2 Often
repeated posts.
5. I believe the posts that I repeatedly
3.20 5 Sometimes
see on my social media feed
Average Weighted Mean (AWM) 3.47 --- Often
Legend:

4.20 – 5.00 – Always

3. 40 – 4.19 – Often
2.60 – 3.39 - Sometimes
 43

1.80 – 2.59 - Rarely

1.00 – 1.79 - Never

Table 11 presented the extent of fake news susceptibility of the respondents in

social media in terms of illusory truth effect. Based on the findings, the indicator
that got the highest score and ranked 1st is the “I think social media is a better
way to keep up with the news, especially when different social media outlets
have the same post about it” with a weighted mean of 4.00. Whereas, the
indicator that got the lowest score and rank last or 5 th is the “I believe the posts
that I repeatedly see on my social media feed” with weighted mean of 3.20. The
result shows that the respondents believe the same news posted in different
social media outlets rather that believe posts that they repeatedly see on their
social media feed.

Table 12. Extent of fake news susceptibility of the respondents in social

media in terms of Social Pressure

Weighted
Social Pressure Mean Rank Interpretation
(WM)
1. I do not express my opinion if my
friend talks about something that is a 4.00 1 Often
trend and goes with the flow.
2. I reluctantly share a post on
Facebook if I find it interesting
3.47 4 Often
because I afraid that I might be
criticized for its content.
3. I ensure that my own bias & beliefs
3.73 3 Often
do not affect my judgment.
4. I think social media guides or
misguides people about famous 3.75 2 Often
entities.
5. I believe posts I see on my social
media because my friends, peers,
3.38 5 Often
family, or colleagues are the ones
who posted them.
Average Weighted Mean (AWM) 3.67 --- Often
Legend:
 44

4.20 – 5.00 – Always

3. 40 – 4.19 – Often
2.60 – 3.39 - Sometimes
1.80 – 2.59 - Rarely
1.00 – 1.79 - Never

Table 12 presented the extent of fake news susceptibility of the respondents in

social media in terms of social pressure. Based on the findings, the indicator that
got the highest score and ranked 1 st is the “I do not express my opinion if my
friend talks about something that is a trend and goes with the flow” with a
weighted mean of 4.00. Whereas, the indicator that got the lowest score and rank
last or 5th is the “I believe posts I see on my social media because my friends,
peers, family, or colleagues are the ones who posted them” with weighted mean
of 3.38. The result shows that the respondents would not express their opinion
when their friend talks about something trending than believe posts posted by
their friends, peers, family or colleagues.

(insert rrl)

Table 13. Summary of the Extent of fake news susceptibility of the

respondents in social media.

Weighted
Mean Rank Interpretation
(WM)
Confirmation Bias 3.47 6.5 Often
Lock of Credibility Evaluation 3.62 2 Often
Impatience 3.55 4 Often
Cognitive Downplay 3.56 3 Often
Emotional Challenges 3.49 5 Often
Illusory Truth Effect 3.47 6.5 Often
Social Pressure 3.67 1 Often
Average 3.55 --- Often

Table 13 presented the summary of the extent of fake news susceptibility of the
respondents in social media. Based on the findings, the indicator that got the
highest score and ranked 1st is the social pressure with a weighted mean of 3.67.
Whereas, the indicators that got the lowest score and rank last are the
confirmation bias and illusory truth effect, both with a weighted mean of 3.47. The
result shows that the extent of fake susceptibility of the respondents is because
of social pressure rather than being biased or of reiteration.
 45

Relationship between fake news Susceptibility level and the respondents’

socio-demographic profile

The table below presented the interpreted data about the relationship
between fake news susceptibility level and the respondents’ socio-demographic
profile. To analyze the relationship between the two variables, chi-square
statistical tool was used.

Add introductory statements/paragraph here

….

Note: 5% level of significant was used starting from this part until the last table.

Table 14. Relationship between fake news Susceptibility level and the
respondents’ socio-demographic profile

2
Source of x test Critical
Decision Interpretation
Relationship value Value

Age and
respondents' fake
2.20 9.48 Accept Ho Not Significant
news susceptibility
level

Gender and
respondents' fake
13.41 12.59 Reject Ho Significant
news susceptibility
level

Monthly family
income and
respondents' fake 7.82 12.59 Accept Ho Not Significant
news susceptibility
level

Presented in the Table 14 was the relationship between fake news

susceptibility level and the respondent’s socio-demographic profile. As computed
in the above table, it shows that only gender has a significant relationship on the
fake news susceptibility level of the respondents with a resulted value of 12.59.
 46

The result concluded that gender significantly influenced the fake news
susceptibility of the respondents .. (insert explanation why)

(insert rrl)

Moreover, age and family income have no significant relationship with

the fake news susceptibility of the respondents.

The result showed that despite the respondents’ age and family income,
there was no effect on their fake news susceptibility level. ( insert explanation
why)…

Insert rrl
 47

Relationship between fake news Susceptibility and the reading

comprehension level of the respondents

Table 15 presented the relationship between the fake news

susceptibility and reading comprehension. The relationship of the variables was
interpreted according to the computed r- values. The results were determined by
the use of Pearson Product Moment Correlation (PPMC)

Add introductory statements/paragraph here….

Table 15. Relationship between fake news Susceptibility and the reading
comprehension level of the respondents

Source of r- Interpretati Test- Critical

Decision Interpretation
Relationships value on Value Value

Confirmation Bias
and reading Very Small
-0.17 Negative -3.19 ±1.97 Reject Ho Significant
comprehension
Correlation
level

Lock of Credibility
Evaluation and Very Small
reading -0.10 Negative -1.18 ±1.97 Accept Ho Not Significant
comprehension Correlation
level

Impatience and Very Small

reading -0.15 Negative
Correlation -2.85 ±1.97 Reject Ho Significant
comprehension
level

Cognitive Downplay Very Small

and reading Negative
-0.10 Correlation -1.88 ±1.97 Accept Ho Not Significant
comprehension
level

Emotional -0.06 Very Small -1.17 ±1.97 Accept Ho Not Significant

 48

Challenges and Negative

reading Correlation
comprehension
level

Illusory Truth Effect Very Small

and reading Negative
-0.12 Correlation -2.25 ±1.97 Reject Ho Significant
comprehension
level

Social Pressure Very Small

and reading Negative
-0.11 Correlation -1.94 ±1.97 Accept Ho Not Significant
comprehension
level

Legend:

Numerical scale Interpretation

1.0 Perfect Positive Correlation

0.76- 0.99 Very High Positive

0.50- 0.75 High Positive Correlation

0.25- 0.49 Moderately Positive Correlation

0.01- 0.24 Very Small Positive Correlation

0 No Correlation

-0.01 - -0.24 Very Small Negative Correlation

-0.25 - -0.49 Moderately Negative Correlation

-0.50 - -0.75 High Negative Correlation

-0.75 - -0.99 Very High Negative Correlation

Table 15 showed
-1.0 Perfect Negative correlation
the relationship between
fake news Susceptibility
and the reading comprehension level of the respondents. Based on the gathered
data, the confirmation bias, impatience, and illusory truth showed to have a
significant relationship on the reading comprehension level of the respondents
with values of ±1.97. The findings suggested that confirmation bias, impatience,
and illusory truth… (explain why)…

(insert rrl)

Relationship between Confirmation Bias and Reading Comprehension

 49

As gleaned from the table, data revealed that the test value of correlation coefficient
(r=-0.17) shows that confirmation bias was very small negative correlation with the reading
comprehension. Data revealed that the critical T value at 5% level of significant was ±1.97.
Further, the T test value was -3.19 less than the critical T value, which implied that the
confirmation bias was significantly related to the reading comprehension BECAUSE WHY.

This findings was supported by the findings of …

Relationship between Lack of Credibility Evaluation and Reading Comprehension

As gleaned from the table, data revealed that the test value of correlation coefficient
(r=-0.10) shows that confirmation bias was very small negative correlation with the reading
comprehension. Data revealed that the critical T value at 5% level of significant was ±1.97.
Further, the T test value was -1.18 less than the critical T value, which implied that the
confirmation bias was not significantly related to the reading comprehension BECAUSE WHY.

This findings was supported by the findings of ….

Relationship between Impatience and Reading Comprehension

As gleaned from the table, data revealed that the test value of correlation coefficient
(r=-0.15) shows that confirmation bias was very small negative correlation with the reading
comprehension. Data revealed that the critical T value at 5% level of significant was ±1.97.
Further, the T test value was -2.85 less than the critical T value, which implied that the
confirmation bias was significantly related to the reading comprehension BECAUSE WHY.

This findings was supported by the findings of ….

Relationship between Cognitive Downplay and Reading Comprehension

As gleaned from the table, data revealed that the test value of correlation coefficient
(r=-0.10) shows that confirmation bias was very small negative correlation with the reading
comprehension. Data revealed that the critical T value at 5% level of significant was ±1.97.
Further, the T test value was -1.88 less than the critical T value, which implied that the
confirmation bias was not significantly related to the reading comprehension BECAUSE WHY.

This findings was supported by the findings of ….

Relationship between Emotional Challenges and Reading Comprehension

As gleaned from the table, data revealed that the test value of correlation coefficient
(r=-0.06) shows that confirmation bias was very small negative correlation with the reading
comprehension. Data revealed that the critical T value at 5% level of significant was ±1.97.
Further, the T test value was -1.17 less than the critical T value, which implied that the
confirmation bias was not significantly related to the reading comprehension BECAUSE WHY.

This findings was supported by the findings of ….

 50

Relationship between Illusory Truth Effect and Reading Comprehension

As gleaned from the table, data revealed that the test value of correlation coefficient
(r=-0.11) shows that confirmation bias was very small negative correlation with the reading
comprehension. Data revealed that the critical T value at 5% level of significant was ±1.97.
Further, the T test value was -1.94 less than the critical T value, which implied that the
confirmation bias was not significantly related to the reading comprehension BECAUSE WHY.

This findings was supported by the findings of ….

Relationship between Social Pressure and Reading Comprehension

As gleaned from the table, data revealed that the test value of correlation coefficient
(r=-0.11) shows that confirmation bias was very small negative correlation with the reading
comprehension. Data revealed that the critical T value at 5% level of significant was ±1.97.
Further, the T test value was -2.85 less than the critical T value, which implied that the
confirmation bias was significantly related to the reading comprehension BECAUSE WHY.

This findings was supported by the findings of ….

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Chapter V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary, findings, conclusions and

recommendations that have been formed based on the data presented in the

previous chapters

SUMMARY

This study specifically sought to answer the following questions (1) to

determine the socio-demographic profile of the respondents in terms of age,

gender, and monthly family income, (2) to determine the reading comprehension

level of the respondents, (3) to determine the extent of fake news susceptibility of

the respondents in social media, (4) to analyze if there is a significant relationship

between fake news susceptibility level and the respondents’ socio-demographic

profile, and (5) to analyze there is a significant relationship between fake news

susceptibility and reading comprehension level of the respondents.

This study used quantitative and non-experimental design through the use of

descriptive-correlational methods of research. The 332 respondents were the

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enrolled college students of Central Bicol State University of Agriculture –

Sipocot that were determined by the Yamane’s formula and randomly selected

through simple random sampling technique. The instrument used by this study to

gather the needed data from the respondents was the survey questionnaire that

includes questions about socio-demographic profile, 40-item multiple choice type

reading comprehension test, and fake news susceptibility survey with 35

indicators. Frequency Count and Percentage Technique, Weighted Mean and

Ranking, Chi-Square, T-test, and Pearson Product Moment Correlation were

used to analyze and interpret the gathered.

.(CONT…) (“This study… last line in the background of the study sa intro.)

Problem 1

What is the socio-demographic profile of the respondents in terms of age,

gender, and monthly family income?

1. The result of the socio-demographic profile of the respondents in terms of

age is that of 332 respondents, 156 students or 46.99% ages 20 or

younger; 172 students or 51.81% are under the age bracket of 21-25

years old; 3 students or 0.90% range from 26-30 years old; and only 1

student or 0.30% range from 31 or older.

2. The result of the socio-demographic profile of the respondents in terms of

gender is that out of 332 respondents, 144 students or 43.37% are male;

172 or 51.81% are female; and 16 students or 4.82% are members of the

LGBTQ+.
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3. The result of the socio-demographic in terms of family income is that out

of 332 respondents, 231 or 69.58% has an income of below minimum; 86

or 25.90% of the respondents has an income ranging from P10,000.00 –

P20,000.00; 9 or 2.71% of the respondents has an income ranging from

P20,001.00 – P30,000.00; 5 or 1.51% of the respondents has an income

ranging from P30,001.00 – P40,000.00; and 1 or 0.30% of the

respondents has an income of P40,000.00 above.

Conclusion

1. According to the findings most of the respondents age range is from 21-25

years old

2. The majority of the respondents are female and has the highest

percentage of 51.81%.

3. The data concluded that majority of the respondents has a monthly family

income of below minimum.

Recommendation

Problem 2

What is the reading comprehension level of the respondents?

Findings
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1. The reading comprehension level of the respondents is as follows: 37 or

11.14% of the respondents got a score of 33-40 with an interpretation as

advanced; 95 or 28.61% got a score of 25-32 with an interpretation as

proficient; 86 or 25.90% got a score of 17-24 with an interpretation as

approaching; 101 or 30.42% got a score of 9-16 with an interpretation as

developing; and 13 or 3.92% got a score of 0-8 with an interpretation as

beginning.

Conclusion

2.

Recommendation

Problem 3

What is the extent of fake news susceptibility of the respondents in social

media?

Findings

1. The extent of fake news susceptibility of the respondents in social media

in terms of confirmation bias has an average weighted mean of 3.47 and

is interpreted as often.

2. The extent of fake news susceptibility of the respondents in social media

in terms of lack of credibility evaluation has an average weighted mean of

3.62 and is interpreted as often.

3. The extent of fake news susceptibility of the respondents in terms of

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impatience has an average weighted mean of 3.55 and is interpreted as

often.

4. The extent of fake news susceptibility of the respondents in terms of

cognitive downplay has an average weighted mean of 3.56 and is

interpreted as often.

5. The extent of fake news susceptibility of the respondents in terms of

emotional challenges has an average weighted mean of 3.49 and is

interpreted as often.

6. The extent of fake news susceptibility of the respondents in social media

in terms of illusory truth effect has an average weighted mean of 3.47 and

is interpreted as often.

7. The extent of fake news susceptibility of the respondents in social media

in terms of social pressure has an average weighted mean of 3.67 and is

interpreted as often.

Conclusion

Recommendation

Problem 4

Is there a significant relationship between fake news susceptibility level

and the respondents’ socio-demographic profile?

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Findings

Conclusion

Recommendation

Problem 5

Is there a significant relationship between fake news susceptibility and

reading comprehension level of the respondents?

Findings

Conclusion

Recommendation