THE SIGNIFICANT DIFFERENCE OF READING ABILITIES OF FIRST YEAR

COLLEGE STUDENTS AT FERNANDEZ COLLEGE OF ARTS AND TECHNOLOGY

AND RELATIONSHIP TO ACADEMIC PERFORMANCE

A Thesis Presented to
The Dean of the College of Education
Fernandez College of Arts and Technology
Gil Carlos St. Baliwag, Bulacan

In Partial Fulfillment
Of the Requirements for the Degree of
Bachelor of Elementary Education
Bachelor of Secondary Education

By:
Roxas, Keren Hiedezel
Sentillas, Aljhon

October 2023
 Republic of the Philippines
Fernandez College of Arts and Technology
Gil Carlos St. Poblacion, Baliwag, Bulacan

APPROVAL SHEET

This thesis entitled “THE SIGNIFICANT DIFFERENCE OF READING

ABILITIES OF FIRST YEAR COLLEGE STUDENTS AT FERNANDEZ COLLEGE OF
ARTS AND TECHNOLOGY AND RELATIONSHIP TO ACADEMIC
PERFORMANCE”. Prepare and submitted by KEREN HIEDEZEL ROXAS and ALJHON
SENTILLAS in partial fulfillment of the requirements for the course of Bachelor of Elementary
Education and Bachelor of Secondary Education, is hereby approved and accepted a grade of
______.

Dr. Erwin Rommel Y. Fernandez

Adviser

Accepted in partial fulfillment of the requirements for the degree Bachelor of Elementary
Education and Bachelor of Secondary Education.

Date:
 ACKNOWLEDGEMENT

We express our gratitude to the individuals who played a role in the successful
completion of this research. We want to acknowledge the unwavering support and guidance that
made this study possible. First, we humbly acknowledge the presence of our Almighty God, who
has been our unwavering guidance and support and have been the cornerstone throughout the
journey of this study.

We would like to offer our sincerest gratitude to our adviser Dr. Erwin Rommel Y.
Fernandez for giving his precious time idea, and imparting his knowledge for the improvement
of this research work and for the continuous support for this study. Thank you for your
constructive comments and advices for the improvement of this research work.

To our dear families and friends, we express our deepest gratitude for their support in all
aspects – physically, emotionally, financially, and spiritually. Your guidance and encouragement
propelled us to this moment.

We also want to acknowledge any delays in the completion of this thesis and express our
sincerest apologies for any inconveniences this may have caused. We are profoundly grateful for
Dr. Erwin Rommel Y. Fernandez patience and understanding in this regard.

Once again, we express our heartfelt thanks to everyone who has been part of this
journey, without whom reaching this point would not have been possible. Your support and
thoughtful consideration have been invaluable to our success.

K.H.R.

A.S
 DEDICATION

We dedicate this work to Fernandez College of Arts and Technology, where we received

invaluable guidance and inspiration from dedicated professor. To our families, whose

unwavering love, support and encouragement fueled our motivation throughout this challenging

journey, we offer deepest gratitude. Finally, to our friends who have been constant source of

inspiration and motivation both in times of academic challenges and personal struggles, has

motivated us to accomplish this work. In dedicating this research, we express our heartfelt

gratitude for the role they have played in shaping our academic and personal lives.

K.H.R

A.S
ABSTRACT
 TABLE OF CONTENTS

I. Title page………………………………………………………………………………
II. Approval sheet……………………………………………………………………….
III. Acknowledgement……………………………………………………………………
IV. Dedication…………………………………………………………………………….
V. Abstract……………………………………………………………………………....
VI. Table of content………………………………………………………………………
VII. List of figures………………………………………………………………………….
VIII. List of tables………………………………………………………………………….

CHAPTERS

1. THE PROBLEM AND ITS BACKGROUND

Introduction…………………………………………………………………………
Statement of the Problem…………………………………………………………
Background of the Study …………………………………………………………
Theoretical framework…………………………………………………………….
Conceptual framework…………………………………………………………….
Paradigm of the study…………………………………………………………….
Research Hypothesis……………………………………….…………………….
Limitation of the Study…………………………………………………………….
Significance of the study…………………………………………………………...
Definition of terms………………………………………………………………….

2. REVIEW OF RELATED LITERATURE

Related literature……………………………………………………………………
3. METHODS, PROCEDURES AND SOURCES OF DATA
Research Design……………………………………………………………………
Respondent of the study……………………………………………………………
Locale of the study………………………………………………….……………….
 Research Instruments……………………………………………………………….
Validation of Instruments…………………………………………………………….
Sampling Procedures……………………………………………………………….
Methods of Collecting Data…………………………………………………………
Statistical treatment Data……………………………………………………………

4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Student respondents according to age…………………………………………….
Student respondents according to gender
Student respondents according to marital status
Student respondents according to course
Students respondents according to language spoken

5. SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of findings…………………………………………………………………
Conclusion……………………………………………………………………………
Recommendations………………………………………………………………….

REFERENCES

Bibliography……………………………………………………………………….

APPENDICES

Permission Letter………………………………………………………………….

Questionnaire…………………………………………………………………….

CURRICULUM VITAE …………………………………………………………………

 CHAPTER 1
The Problem and its Setting

INTRODUCTION
Reading serves as the foundation for acquiring and assimilating knowledge, as well as

for critical thinking and effective communication. Therefore, understanding the factors that

influence reading abilities among first-year college students and exploring their relationship to

academic performance becomes a matter of great importance. Reading ability is a fundamental

skill that serves as the cornerstone for academic success and personal development, particularly

for first-year college students. The transition from high school to college presents new challenges

and higher academic expectations, making strong reading skills even more crucial. It plays a

crucial role in comprehension, critical thinking, and effective communication, enabling

individuals to access and process information across various domains. The ability to comprehend

and analyze complex texts is vital for students to excel in their coursework, participate actively

in class discussions, and succeed in their chosen fields of study.

However, not all first-year college students possess the same level of reading proficiency,

and these differences can significantly impact their academic performance. Identifying the

specific areas in which first-year college students face challenges in reading can offer valuable

insights. It may be that students struggle with vocabulary, reading speed, information retention,

or inferential reasoning. Pinpointing these areas of weakness can guide educators in designing

targeted interventions and instructional strategies to address these specific needs effectively.

Effective reading interventions can enhance students' reading skills, boost their academic

performance, and foster a positive learning environment. Moreover, recognizing the relationship
between reading abilities and academic success can inform curriculum design, pedagogical

approaches, and assessment methods, enabling educators to create inclusive and supportive

learning environments that cater to students' diverse needs.

According to Frontiers (2023) The study investigated the relationship between students'

reading habits, study skills, and academic achievement in English at the secondary level. The

researchers found that students who had good reading habits and study skills were more likely to

achieve high academic scores in English.

The researchers found that students who read for pleasure on a regular basis were more

likely to achieve higher scores on English tests. This is because reading for pleasure helps

students to develop their vocabulary, their understanding of grammar and syntax, and their

ability to think critically about what they read. The researchers also found that students who used

effective study skills, such as taking notes, highlighting important information, and reviewing for

exams, were more likely to achieve higher scores on English tests. This is because effective

study skills help students to retain the information that they have learned and to apply it to new

situations.

STATEMENT OF THE PROBLEM

This study seeks the significant difference of reading abilities of first year college student

at Fernandez College of Art and Technology relationship to academic performance. Specifically,

this study will find answer to the following questions and statements.

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

 1.1 Age

1.2 Gender

1.3 Educational background

1.4 Language

2. How may the reading abilities of the respondents be measure in terms of:

2.1 Reading comprehension.

2.2 Vocabulary

3. How may the academic performance of the respondents be measure in terms of:

3.1 grades from first semester.

4. Is there a significant difference between the groups in terms of reading and academic

performance?

5. Is there a significant reading ability and academic performance?

What conclusion and recommendation may be drawn from the finding?

BACKGROUND OF THE STUDY

Reading is vital in every student’s life. Imbibing reading habits can help them become a

life-long learner. Reading is not the only way to fill in free time or merely as hobby but reading

habit helps to develop more creative thinking, which can lead to mental and spiritual

development. It is known that reading is a way to search for in formation and knowledge. Doing

so, benefits the readers in which one would have the time to scrutinize the details, think and re-

check facts that have been read.

Research Hypothesis

A review of literature shows that students who use reading abilities and relationship to

academic performance of first year college to demonstrate strong reading abilities skills. Studies

have also shown that students who have strong reading abilities skills score higher on

abilities/comprehension tests. Therefore, the research hypothesis for this study is that the

significant difference of reading abilities of first year college student at Fernandez College of Art

and Technology relationship to academic performance. Score higher on reading

abilities/comprehension tests.

Limitations of the Study

There were twenty-eight participants who completed the study. The small size limits the

conclusion, that first year students display any statistically significant difference between reading

comprehension scores prior to the instruction of the self-questioning reading abilities of first year

college and after instruction of the self-questioning reading comprehension strategy.

THEORITICAL FRAMEWORK

Reading comprehension is one of the essential components of reading. As it is defined as

the understanding and interpretation of what is the fruit of reading. In order to become literate,

students must increase their comprehension of what they are reading individually. It is one of the

most essential skills in the educational context as it can be the result of students’ assessment in

general language competency.

 According to Meniado (2016), reading comprehension is a complex process that

involves components, processes, and factors with the aim of finding better ways of improving

and enhancing it among learners. He also added that it is an interactive process of finding

meanings from a text and a series of cognitive activities that include a lot of dimensions like the

understanding of words and their meanings, mindful reaction, and integration. A lot of learners

know how to read but some do not know how to comprehend it. Reading comprehension is a

necessary requirement needed for all subject areas because each lesson is integrated from the act

of reading. Therefore, students are required to have a good comprehension capability.

Reading is the ability to recognize words and its corresponding sounds. Unlike speaking,

reading is not something that every individual learns to do. A huge amount of time, money, and

efforts should be spending in teaching reading. Reading is conscious and unconscious thinking

process. The readers apply many strategies to reconstruct the meaning that the author is assumed

to have intended. It is the one of the basic skills one should master’s its prier quester one to gain

higher skills. Comprehension on the other hand is an act of or capacity for grasping with the

intellect. While most students recognize some letters, words and sounds, most of them fail to

grasp the message of words they are reading. (Webster Dictionary) It was noted by Tyller (2010)

that if reading materials are written in a language which the students are in the process of

learning, his comprehension will be limited. If knowledge of vocabulary is only basic and he

speaks in a halting manner, it will have a negative effect on his comprehension of reading

materials. This is a primary problem language teacher encounter with their students especially in

the public schools The importance of vocabulary in determining the success of a reading

comprehension has long been established. The knowledge of word meanings and the ability to
access the knowledge efficiently are recognized as an essential factor in reading comprehension

(Ali & Mohd. Ayub, 2012; Bee Eng & Abdullah, 2003). Moghadam, Zainal and Ghader pour

(2012) state that when a reader does not know many words in a text, such condition would hinder

the effectiveness and efficiency of text processing, which leads to difficulties in the reader

comprehending the text. Since word recognition and lexical access often prevent comprehension,

providing vocabulary instruction may help improve students’ reading comprehension skills

(Curtis & Longo, 2001). Second language learners are typically conscious in their limitations in

their vocabulary knowledge which deficit would hinder their ability in performing reading

comprehension tasks successfully (Read, 2004).

Vocabulary Knowledge of the meaning and pronunciation of words. learning is all about

the words we need to know to both understand what we hear and read, and to communicate

clearly and with precision. Educators often consider four types of vocabulary: Listening

vocabulary refers to the words we need to know to understand what we hear. Speaking

vocabulary consists of the words we use when we speak. Reading vocabulary refers to the words

we need to know to understand what we read. Writing vocabulary consists of the words we use

in writing. Vocabulary plays an important part in learning to read. Beginning readers must use

the words they hear orally to make sense of the words they see in print. Kids who hear more

words spoken at home learn more words and enter school with better vocabularies. This larger

vocabulary pays off exponentially as a child progresses through school.

Consider, for example, what happens when a beginning reader comes to the word dig in a

book. As she begins to figure out the sounds represented by the letters d, i, g, the reader
recognizes that the sounds make up a very familiar word that she has heard and said many times.

It is harder for a beginning reader to figure out words that are not already part of their speaking

(oral) vocabulary.

Vocabulary is key to reading comprehension. Readers cannot understand what they are

reading without knowing what most of the words mean. As children learn to read more advanced

texts, they must learn the meaning of new words that are not part of their oral vocabulary.

The scientific research on vocabulary instruction reveals that most vocabulary is learned

indirectly and that some vocabulary must be taught directly. Thus, research supports using a

combination of both indirect and direct approaches.

The significant
Reading difference of
reading abilities Vocabulary
Comprehension
of first year
college student

FIGURE 1: THEORITICAL PARADIGM

Conceptual framework
 Conceptual framework of this study is based on the system’s approach, which shows the

interplay of three important elements: input, process and output. Figure 1 provides the

conceptual paradigm of the study. This figure shows the conceptual frameworks which will

guide the researchers to have an effective research paper. It determines the significant difference

of reading abilities of first year college student at Fernandez College of Art and Technology

relationship to academic performance.

Input. It includes the What is the demographic profile of the respondents in term of: Age,

Gender, Educational background, Language of the first-year college students.

Process. It consists of the analysis, to survey on the significant difference of reading abilities of

first year college student at Fernandez College of Art and Technology relationship to academic

performance.

Output. Based on the finding of this study, the determine output will be the significant

difference of reading abilities of first year college student at Fernandez College of Art and

Technology relationship to academic performance.

Outcome. Based on the finding of this study, the programs may be suggested to promoted the

reading abilities of first year college students.

INPUT PROCESS OUTPUT OUTCOME

1.What is the The significant

demographic difference of
Check list The programs
profile of the reading abilities
may be
respondents in Survey of first year
suggested to
term of: college student
promoted the
at Fernandez
Age reading abilities
College of Art
of first year
Gender and Technology
college students.
relationship to
Educational academic
background
performance.
Language
SIGNIFICANCE OF THE STUDY

This study is expected to benefits the following:

First year College. They are the chosen respondents in this research to determine the discipline

and to give their ideas and skills required in the data gathering.

Reader. This study can help to open the reader’s awareness of government initiatives and gain

knowledge about the reading abilities if first year college student of FCAT.

School. This study will help the development of having productive students and develop the

attitude and discipline.

Researchers. This study will help the researchers to be observant in the progress of the student’s

ability in the reading comprehension to being a good leader of the school and the researchers will

also enhance and improve their skills by the help study

Future Researchers. This study will serve as their guide and it can them variety of ideas and for

reference.
Definition of terms

For purpose of classification and understanding, the following are defined conceptually

and/or operationally as will be used in the study.

Reading abilities - the potential or the capability to read, and it implies that a student has the

skill and capacity to decode or make meaning out of a written material. Reading ability is thus a

skill needed by individuals to perform and be successful academically.

Discipline - refer to the ability to control attention, emotion, and actions in the presence of

distractions.

Determination - refer to the relentless pursuit of a major goal regardless of setbacks and

failures.

Reading comprehension - is one of the essential components of reading. As it is defined as the

understanding and interpretation of what is the fruit of reading. In order to become literate,
students must increase their comprehension of what they are reading individually.

Listening vocabulary - refer to the words we need to know to understand what we hear.

Speaking vocabulary - consists of the words we use when we speak.

Reading vocabulary - refer to the words we need to know to understand what we read.

Writing vocabulary - consists of the words we use in writing.

Language comprehension - is the ability to understand the different elements of spoken or

written language, like the meaning of words and how words are put together to form sentences.
References
Ali & Mohd. Ayub, 2012: The knowledge of word meanings and the ability to access the
knowledge efficiently are recognized as an essential factor in reading comprehension (Curtis &
Longo, 2001) vocabulary instruction may help improve students’ reading comprehension skills

Frontiers, P. (2023). Relationships among students’ reading habits, study skills, and
academic achievement in English at the secondary level. Frontiers in Psychology, 14, 776671.
Learning Conference, Available at SSRN: https://ssrn.com/abstract=3543269 or
http://dx.doi.org/10.2139/ssrn.3543269
https://www.readingrockets.org/reading-101/reading-and-writing
basics/vocabulary#:~:text=Vocabulary%20is%20key%20to%20reading,part%20of%20their
%20oral%20vocabulary.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter deals with related studies and literature on the significant difference of reading

abilities of first year college student at Fernandez College of Art and Technology relationship to

academic performance. In this chapter also presented the synthesis of the art, theoretical

framework, conceptual framework, and paradigm.

Review of Related literature

According to Maryann M. Eagan, Pamela A. Garcia, and Susan E. Short Journal of

College Reading and Learning, 2000; The Relationship Between Reading Comprehension and

Academic Achievement in first year college students This study investigated the relationship

between reading comprehension and academic achievement in first-year college students. The

researchers found that reading comprehension was a significant predictor of academic

achievement in all subject areas, including English, math, science, and social studies. The study

also found that students with higher reading comprehension scores were more likely to persist in

college and to graduate.

Based on Frontiers (2023): Relationships among students' reading habits, study skills, and

academic achievement in English at the secondary level. This study investigated the relationship

between students' reading habits, study skills, and academic achievement in English at the

secondary level. The researchers found that students who had good reading habits and study
skills were more likely to achieve high academic scores in English. The researchers found that

students who read for pleasure on a regular basis were more likely to achieve higher scores on

English tests. This is because reading for pleasure helps students to develop their vocabulary,

their understanding of grammar and syntax, and their ability to think critically about what they

read. The researchers also found that students who used effective study skills, such as taking

notes, highlighting important information, and reviewing for exams, were more likely to achieve

higher scores on English tests. This is because effective study skills help students to retain the

information that they have learned and to apply it to new situations

Based on Jennifer A. Greene and Linda M. Donovan, Journal of Reading Psychology,

2004 The Impact of Reading Skills on First-Year College Students' Academic Performance This

study examined the impact of reading skills on first-year college students' academic

performance. The researchers found that students with stronger reading skills were more likely to

earn higher grades in college, to be retained in college, and to graduate. The study also found that

reading skills were particularly important for students who were taking courses in STEM fields

Based on Michael J. Smith and Laura M. Smith, Review of Educational Research, 2006.

The Relationship Between Reading Ability and Academic Achievement in First-Year. This

meta-analysis of 30 studies found a significant positive relationship between reading ability and

academic achievement in first-year college students. The meta-analysis also found that the

relationship between reading ability and academic achievement was stronger for students in

STEM fields than for students in other fields.

 According to Chimbganda (2006) This study investigated the impact of reading skills on

the academic performance of first year students at the University of Zimbabwe. The findings

showed that there was a significant relationship between reading skills and academic

performance, with students who had better read skills also achieving higher academic results.

The study found that students had a number of reading difficulties, including poor vocabulary

knowledge, difficulty understanding complex sentences, and difficulty making inferences.

From the point of view of Li, Y., & Zhang, X. (2023). The Role of Reading Ability in

College Success for First-Year Students from Rural Areas This study examined the role of

reading ability in college success for first-year students from rural areas in China. The

researchers found that students from rural areas who had strong reading skills were more likely

to persist in college and earn a degree. The Role of Reading Ability in College Success of First

Year College Students in Indonesia by Narayani, S. (2023) This report from the Ministry of

Education and Culture of Indonesia provides an overview of the role of reading ability in college

success. The report highlights the importance of reading comprehension for success in a variety

of college courses, and it provides recommendations for how to improve reading skills. These

studies suggest that there is a significant difference in the reading abilities of first-year college

students. Students with poor reading skills are more likely to have lower academic performance.

There are a number of factors that can contribute to poor reading skills, including inadequate

instruction in high school, lack of motivation to read, and learning disabilities. There are a

number of things that can be done to help students improve their reading skills. These include

providing students with explicit instruction in reading comprehension strategies, providing

students with opportunities to read challenging texts, and providing students with feedback on

their reading comprehension.

Review of Related Studies
According to Dominic Scholar (2023) The Impact of Reading Ability on Academic

Performance at the Primary Level. This study examined the relationship between reading

performance and mathematical performance at the elementary level. The researchers found that

there was a strong correlation between the two, suggesting that early reading intervention

programs could benefit students in all academic areas. The researchers found that students with

stronger reading skills were more likely to achieve higher scores on mathematics tests. This is

because reading comprehension is essential for understanding mathematical concepts and

problem-solving. Students who struggle to read are at a disadvantage in mathematics, as they

may not be able to understand the instructions or the problems that they are being asked to solve.

The researchers also found that reading ability was more strongly correlated with mathematics

performance than other factors, such as socioeconomic status or parental education. This

suggests that reading intervention programs could be a particularly effective way to improve the

mathematical performance of struggling students.

The Reading Teacher (2022) Impact of Reading Ability on Academic Performance at the

University Level. This study examined the impact of reading ability on academic performance at

the university level. The researchers found that students with strong reading skills were more

likely to achieve higher grades and graduate on time. The researchers found that students with

strong reading skills were more likely to understand the material that they were learning in their

courses. This is because reading comprehension is essential for understanding complex concepts

and for making connections between different pieces of information. The researchers also found
that students with strong reading skills were more likely to be engaged in their coursework. This

is because reading comprehension allows students to participate in class discussions, to complete

assignments, and to take exams.

Based on the National Reading Conference (2017) The Importance of Reading

Comprehension for College Students. This report from the National Reading Conference

provides an overview of the importance of reading comprehension for college students. The

report highlights the challenges that college students face in reading complex texts, and it

provides recommendations for how to improve reading skills.

According to Baker, L., and Wigfield, A. (1999): The Relationship Between Reading

Comprehension and Academic Achievement Among First-Year College Students. This study

investigated the relationship between reading comprehension and academic achievement among

first-year college students. The researchers found that reading comprehension was a significant

predictor of academic achievement, even after controlling for other factors such as prior

academic achievement, motivation, and interest in reading. The researchers concluded that

reading comprehension is an important skill for first-year college students, and that interventions

to improve reading comprehension could have a positive impact on academic achievement.

Abdelhalim, S. M. (2017): The Effect of Reading Comprehension on Academic

Performance Among First-Year College Students. This study investigated the effect of reading

comprehension on academic performance among first-year college students in Saudi Arabia. The

researchers found that reading comprehension had a significant positive impact on academic

performance, even after controlling for other factors such as gender, age, and prior academic
achievement. The researchers concluded that reading comprehension is an important skill for

first-year college students in Saudi Arabia, and that interventions to improve reading

comprehension could have a positive impact on academic performance.

Synthesis of the State-of-the-Art

All the articles and studies collected in this part are similar and related to the present

study as they all dealt with the concerns with the significant difference of reading abilities of first

year college student at Fernandez College of Art and Technology relationship to academic

performance. These insights gathered from previous writings and studies reviewed are found to

be related and helpful to the present study. They accounted for the inputs, similarities and

differences. Several foreign and local literature and studies were reviewed that focus on this

study. The ability to read is an essential skill for students to master because information is

presented in text throughout the world. Web sites, books, magazines, and newspapers, while

sometimes including pictures for visual reference, utilize print to share information with the

reader. Students need practice reading in order to develop their phonemic awareness, phonics,

fluency, vocabulary, and comprehension. The mastery of these skills will grant them access to

increasingly complex knowledge in other academic subject areas. it was noted that first-year

college students who faced challenges with reading abilities experienced difficulties in grasping

course materials, participating in classroom discussions, and completing assignments effectively.

These struggles often led to lower grades and increased dropout rates among this population. A

First-year college students who struggle with reading abilities often face difficulties in grasping
course materials, participating in classroom discussions, and completing assignments effectively,

leading to lower grades and increased dropout rates.

Gap to be Bridged the study

Although there were studies conducted which focuses in reading abilities to the academic

performance of first year college students and programs of the DepEd, no other found out on the

significant difference of reading abilities of first year college student at Fernandez College of Art

and Technology relationship to academic performance.

References

Eagan, M. M., Garcia, P. A., & Short, S. E. (2000). The relationship between reading
comprehension and academic achievement in first-year college students. Journal of College
Reading and Learning, 31(1), 20-32.
The Role of Reading Ability in College Success for First-Year Students from Rural Areas
by Li, Y., & Zhang, X. (2023). Educational Review, 75(1), 1-16.
Greene, J. A., & Donovan, L. M. (2004). The impact of reading skills on first-year
college students’ academic performance. Journal of Reading Psychology, 25(4), 323 344.
Smith, M. J., & Smith, L. M. (2006). The relationship between reading ability and
academic achievement in first-year college students: A meta-analysis. Review of Educational
Research, 76(1), 44- 88.
Chimbganda, E. (2006). Reading abilities of first-year university students in Zimbabwe.
The Journal of Research in Reading, 29(3), 245-261.
The Role of Reading Ability in College Success for First-Year Students from
Rural Areas by Li, Y., & Zhang, X. (2023). Educational Review, 75(1), 1-16.

Scholar, D. (2023). The impact of reading ability on academic performance at the

primary level. Reading Research Quarterly, 58(1), 1-15.
The Reading Teacher. (2022). Impact of reading ability on academic performance at the
university level. The Reading Teacher, 75(6), 728-735.
National Council of Teachers of Mathematics. (2021). The relationship between reading
comprehension and academic achievement in mathematics. Mathematics Teaching in the Middle
School, 26(6), 380-385.
Abdelhalim, S. M. (2017): The Effect of Reading Comprehension on Academic
Performance Among First-Year College Students.
Definition of term:

Reading Comprehension

Reading comprehension was the act of understanding what you were reading. While the

definition can be simply stated the act was not simple to teach, learn or practice. Reading

comprehension was an intentional, active, interactive process that occurs before, during and after

a person reads a particular piece of writing. People read for many reasons but understanding is

always a part of their purpose.

 CHAPTER 3

METHODS, PROCEDURES AND SOURCES OF DATA

This chapter presents the research methods, procedures and the research instrument that

will be used by the researcher in order to answer the specific problem based on the reading

abilities of the student and the relationship to their academic performance. Specifically, the

research method, population and samples, research instruments, data gathering procedure, and

statistical treatment of the data used for the data analysis and interpretation were explained in

this chapter.

Research Design

The researcher conducted a quantitative research design to interpret the significant

difference of reading abilities of the first-year college student at Fernandez College of Arts and

Technology and Relationship to Academic Performance. This study used a quantitative approach

to gather and analyze information from the first-year college student.

To validate the student’s profile, the study used the descriptive method of research

utilizing questionnaire for collection or gathered data. The descriptive method was chosen for

this study due to its suitability for describing the characteristics of a specific population and

accurate interpretation of findings. It also, allowed the researchers to gather detailed information

about the student’s reading abilities and academic performance. In selecting this method, it is

appropriate and effective in order to attain the main and specific objectives of this study.
Locale of the Study

Figure 2. Locale of Study

This study was conducted at Fernandez College of Arts and Technology specifically in

the “Main Campus Building, located on Gil Carlos St, Baliuag, Bulacan. The researchers have

had the opportunity to conduct this study at this location, facilitating data collection and access to

participants. Through this, it enhances the researchers' ability to gather data, and gain insights

into how reading abilities might influence academic achievement among first-year college

students at Fernandez College of Arts and Technology.

Respondent of the Study

 The respondent of the study are the first-year college students at Fernandez College of

Arts and Technology for A.Y. 2022-2023. The total respondents 28 students for this study. These

respondents are the ones who are knowledgeable enough to answer the problems posed in the

preset study. They will answer the questionnaire which supplies the information that the

researchers need.

Sampling Procedure (target population)

Due to the small population of education students, the questionnaire was distributed using

google forms. This method was particularly suitable given the small size and the researcher were

able to efficiently collect responses and ensure the confidentiality of the participant information.

Table 1.1 Distribution of the Respondents

COURSE Population Sample Size

BSE 15 14
BEED 15 14
TOTAL 30 28

Research Instruments
Methods of Collecting Data

Sources of Data
Data Processing and Statistical Treatment

The statistical treatment applied to use the data accurately. In this study, it is used to

analyze, interpret and tabulate the data collected.

Table 1.2 Descriptive Measures of the Study

SPECIFIC QUESTION STATISTICAL TOOL

1. What is the demographic profile of the

respondents in terms of;
1.1. Age,
1.2. Gender,
1.3. Marital Status,
1.4. Course distribution, Percentage
1.5. Language spoken.

2. How may the reading abilities of the

respondents be measured in terms of;
2.1. Reading comprehension Independent sample t-test
2.2. Reading vocabulary

3. Is there a significant difference of reading

abilities of first year college at FCAT and
relationship to academic performance? Pearson Product Moment Correlation

Procedure of testing the Data

INDEPENDENT T-TEST
PEARSON CORRELATION COEFFICIENT – Known as Pearson’s r, the Pearson product

moment correlation coefficient is the measure of linear correlation between two sets of data

given formula

If computed Pearson r is greater than the critical value, then there is significant linear correlation.

Furthermore, you can say that there is a significant positive linear correlation if the original value

of r is positive and a significant relationship, the r value scale was used using the following value

and scale sample:

CORRELATION COEFFICIENT RELATION

-1.00 Perfect negative correlation

-.60 Strong negative correlation

-.30 Moderate negative correlation

-.10 Weak negative correlation

0 No relation

+.10 Weak positive correlation

+.30 Moderate positive correlation

+.60 Strong positive correlation

+1.00 Perfect positive correlation

Statistical Treatment

Formula used by the gathered data.

1. Profile of the students

2. Reading abilities
 3. Academic performance

4. Is there a significant difference of reading abilities of first year college students at FCAT

and relationship to academic performance?

Ethical Consideration

To protect the research

participant’s interests, Fernandez College of Arts and Technology (FCAT) has implemented

specific ethical considerations in the determination and implementation of any thesis and

dissertation. Thus, researchers must obtain institutional clearances and permission from FCAT’s

Ethical Research Form 04.

 The respondent’s dignity and well-being shall be safeguarded. They won’t be harmed in

any way or forced into an uncomfortable situation.

 The researcher will secure informed permission that contains the essential information

mentioned in the paper’s earlier sections. Additionally, they will be made aware that

participation in the study is entirely voluntary, preventing any coercion or deception.

 The research data will abide by the Data Act and be kept private during the study.

 The respondents will also be informed that their names will not appear in the final thesis.

Results
Correlation Matrix
Correlation Matrix
Academic Performance Reading Ability Score

Academic Performance Pearson's r —

p-value —
95% CI Upper —
95% CI Lower —
N —
Reading Ability Score Pearson's r 0.823 —
p-value < .001 —
95% CI Upper 0.915 —
95% CI Lower 0.649
—
N 28 —
____________________________________________________________________________
Plot

Academic Performance Reading Ability Score

Reading Ability Score

Academic Performance
 References:

[1] The jamovi project (2022). jamovi. (Version 2.3) [Computer Software]. Retrieved fr

https://www.jamovi.org.

[2] R Core Team (2021). R: A Language and environment for statistical computing.

(Version 4.1) [Computer software]. Retrieved

from https://cran.r-project.org. (R packages retrieved from MRAN snapshot 2022-01-01).

Independent Samples T-Test

Independent Samples T-Test

Statistic df P Mean difference SE

difference

Reading Score Student's t 1.13 26.0 0.267 3.43 3.02

____________________________________________________________________________

Note. Ha μ 1 ≠ μ 2

Plot

Reading Score
 Research design

Locale of the study

Respondent of the study

Sampling procedure

Research instruments

Method of collecting data

Sources of data

Data processing and statistical treatment

Ethical consideration

Indicate the result of the gathered data using the statistical tools

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter present the data collected from the study, analyzes the data and interpret the
findings. Furthermore, the data is presented in graphs and tables to comprehensively explain the
result of the study.
Profile of the Respondents
The profile of students’ respondents includes their age, gender, marital status, course,
language spoken, GWA 1st and 2nd semester, and their reading abilities such as reading
comprehension and reading vocabulary scores that is being gathered through the questionnaire.
A total of 28 students’ respondents from Fernandez College of Arts and Technology were
surveyed as respondents.

Age of the Learner Respondents

11% 14
%
15 or
younger
18
% 17 to 18

19 to 20

21 to 22
36 23 to 24
21 %
% 25 to older

Figure 1: Age distribution among the respondents

The data reveals that the majority of the respondents are between 19 to 22 years old,
indicating that the survey’s is primarily composed of young adults, likely college students.
AGE LEGEND FREQUENCY PERCENTAGE
15 or younger 1 0 0%
17 to 18 2 4 14%
19 to 20 3 10 36%
21 to 22 4 6 21%
23 to 24 5 5 18%
25 or older 6 3 11%
 TOTAL 28 100%

The majority of respondents (36%) were in the 19 to 20 age group, followed by the 21 to
22 age group (21%), 23 to 24 (18%), 17 to 18 age group (14%), 25 or older (11%) and 0 (0%) for
the 15 or younger. This suggests that the survey population is relatively young, with most
respondents being either college students or recent graduates.

The age distribution of the respondents is relatively even, with the largest group being 19-
20 years old. This is likely due to the fact that the survey was conducted among students, who
are typically in this age range. The smallest group is 25 or older (11%), which may be due to the
fact that older students are more likely to be employed or have other commitments that prevent
them from participating in surveys.

Gender of the Learner Respondents

43% MALE
57%
FEMALE

Figure 2: Pie chart illustrating the gender distribution of the respondents.

The gender distribution of the respondents is fairly balanced, with slightly more females
(16 respondents) participating in the survey compared to males (12 respondents).
This balanced gender distribution suggests that the survey sample represents both male and
female perspectives, making the data inclusive and reflective of both genders.

GENDE This is not uncommon in surveys of

FREQUENCY PERCENTAGE students, as females are more likely to
R
participate in surveys than males.
MALE 12 43%
Furthermore, this could be due to a number
FEMALE 16 57%
of factors, such as the fact that more women
TOTAL 28 100% are enrolled in college than men, or that
women are more likely to participate in
surveys. The survey population was slightly majority female (57%) over male (43%). This
balance indicates a fair representation of both genders in the survey data.

Marital Status of the Learner Respondents

30
27
25
PERCENTAGE
20

15 4%
Single
Married
10 Separated

5
1
0
0 96%
single married separated

Single Married Separated

Figure 3: bar chart displaying the marital status of the respondents.

The marital status distribution highlights that the vast majority of respondents are single
(27 respondents), with only one respondent being married. There are no respondents who
reported being separated. This data indicates that the surveyed population is predominantly
composed of single individuals, which may be related to the age distribution, as younger
individuals are less likely to be married. The absence of respondents who are separated suggests
a relatively stable demographic.

MARITAL
FREQUENCY PERCENTAGE
STATUS
SINGLE 27 96.40%
MARRIED 1 3.60%
SEPARATED 0 0%
TOTAL 28 100%

The vast majority of respondents (96.4%) were single and only 1 (3.60%) married
respondent. This is to be expected, as the majority of students are single. There is only one
married respondent, and no separated respondents. This suggests that the survey primarily
involves individuals who are not married or in any formal separation.

Course of the Learner Respondents

50% 50%

BEED BSE

Figure 4: Pie chart representing the distribution of courses among the respondents.

The course distribution shows an equal number of respondents in the Bachelor of Secondary
Education (BSE) and a Bachelor of Elementary Education (BEED) programs, with 14
respondents each. This indicates that the survey sample has successfully captured responses from
both these educational backgrounds.
 COURSE FREQUENCY PERCENTAGE

The two most BSE 14 50% popular courses

among respondents BEED 14 50% were BSE (Bachelor
of Science in Education) and
TOTAL 28 100%
BEED (Bachelor of Elementary
Education), both of which are teacher education programs, and has the same percentage of
(50%). This suggests that a significant portion of the survey population is interested in pursuing a
career in teaching. This suggests that the survey captured a representative sample of students
from both programs.

Language Spoken of the Learner Respondents

LANGUAGE DISTRI- PERCENTAGE

BUTION
25
11%
20
4 tagalog
% english
15
Other language
10

5 86%

0
tagalog english Other
language

Figure 5: Bar chart showing the languages spoken by the respondents.

 The language spoken distribution reveals that the majority of respondents (24) speak
Tagalog, with only one respondent indicating English as their spoken language. Additionally,
three respondents reported speaking other languages. The prevalence of Tagalog speakers among
the respondents reflects the local language and culture. The limited number of English speakers
suggests that English may not be the primary language for communication within this group. The
presence of respondents who speak other languages adds diversity to the survey sample.

Based from the gathered data provides valuable insights into the demographic characteristics of
the respondents, enabling a better understanding of the survey's target population. These insights
can help tailor future research, programs, or initiatives to the needs and preferences of this
specific group.

COURSE FREQUENCY PERCENTAGE

TAGALOG 24 85.70%
ENGLISH 1 3.60%
OTHER
3 10.70%
LANGUAGE
TOTAL 28 100%

The majority of respondents speak Tagalog, which represents 85.71% of the sample.
English speakers constitute only 3.57%, and there are 10.71% who speak other languages.
The survey is likely aimed at a primarily Tagalog-speaking audience. The inclusion of only a few
English speakers and other language speakers implies that the results may not be representative
of a more diverse linguistic audience. Therefore, Tagalog is the most spoken language among the
respondents. This is not surprising, as Tagalog is the national language of the Philippines. There
is only one respondent who speaks English as their primary language.
Overall Analysis and Interpretation

The overall analysis and interpretation of the survey data suggests that the majority of
respondents are college students in their late teens and early twenties. They are mostly single and
speak Tagalog as their primary language. There is a perfect balance between BSE and BEED
students among the respondents.

In summary, the data provides insights into the demographic characteristics of the respondents.
The majority of respondents are female, single, and speak Tagalog as their primary language.
Additionally, there is an even distribution between BSE and BEED courses, and the most
significant age group is 19 to 20 years old.

Histogram: GWA (1st Semester) of the learner respondents.

Figure 6: histogram depicting the distribution of reading comprehension scores in the 1st
semester.
 Based on the graph,

PERCENTAGE
GRADES EQUIVALENT FREQUENCY PERCENTAGE
4%
1.00 - 96 to 100 1.00 - 96 to 100 1 0.03
4% 1.25 - 90 to 95 11 0.39
1.25 - 90 to 95
29% 1.50 - 86 to 90 1.50 - 86 to 90 7 0.25
39% 1.75 - 80 to 85
1.75 - 80 to 85 8 0.29
2.00 - 75 to 80
2.00 - 75 to 80 1 0.04
TOTAL 28 100%
25%

Histogram: GWA (2nnd Semester) of the learner respondents.

Figure 7: Histogram displaying the distribution of reading comprehension scores in the 2nd
semester.
 PERCENTAGE
GRADES EQUIVALENT FREQUENCY PERCENTAGE
1.00 - 96 to 100
7% 1.25 - 90 to 95
1.00 - 96 to 100 2 7%
4% 1.50 - 86 to 90 1.25 - 90 to 95 12 43%
21% 1.75 - 80 to 85 1.50 - 86 to 90 7 25%
2.00 - 75 to 80
43% 1.75 - 80 to 85 6 21%
25% 2.00 - 75 to 80 1 4%
TOTAL 28 100%

QUESTIONNAIRE

One Thousand and One Night

PIE CHART: Reading Comprehension

10
5
9 3%
8
6 10
7 10% 17%
6
5
7
4 21%
3 9
28%
2
1
8
21%

Figure 9: Pie chart showing the distribution of reading comprehension scores.

 NO. FREQUENCY PERCENTAGE
10 5 17%
9 8 28%
8 6 21%
7 6 21%
6 3 10%
5 1 3%
4 0 0
3 0 0
2 0 0
1 0 0
TOTAL 28 100%

QUESTIONNAIRE

Beowulf

PIE CHART: Reading Vocabulary

1
10 7%
9 2
8 3 4%
7 4% 10
4 32%
6 7%
5 5
4 11%
3
2 8 9
1 18% 18%

Figure 8: pie chart showing the distribution of reading vocabulary scores.

 NO. FREQUENCY PERCENTAGE
10 9 32.14%
9 5 18%
8 5 18%
7 0 0
6 0 0
5 3 11%
4 2 7%
3 1 3%
2 1 4%
1 2 7%
TOTAL 28 100%

Bar Chart: Grading System Distribution (1st and 2nd semester)

Figure 9: Bar chart showing the distribution of grades among the respondents based on the
provided grading system.

REFERENCES
https://www.researchgate.net/figure/Pie-Chart-Showing-the-Distribution-of-Respondents-by-
Age-Group-Figure-3-shows-that_fig2_341763764

https://www.researchgate.net/figure/Pie-chart-showing-percentage-distribution-of-gender-in-
survey-participants-40-blue-of_fig1_350607348

https://www.researchgate.net/figure/The-bar-chart-showing-the-marital-status-among-the-
participants-Comments-134-876-of_fig2_328932493

https://www.researchgate.net/figure/Pie-Chart-of-percentages-of-student-participants-by-
college_fig1_262638186

https://www.researchgate.net/figure/Bar-chart-of-language-used-for-communication-by-visitors-
at-the-park_fig2_329449639

https://www.researchgate.net/figure/Histogram-of-the-Distribution-of-Scores-from-the-Reading-
Comprehension-Test_fig1_291388440

https://www.researchgate.net/figure/Histogram-of-the-Distribution-of-Scores-from-the-Reading-
Comprehension-Test_fig1_291388440

https://www.researchgate.net/figure/Pie-Chart-of-percentages-of-student-participants-by-
college_fig1_262638186

https://howtodoielts.com/ielts-task-1-bar-charts-graphs/
Questionnaire 1: Reading Comprehension
PERCENTAGE
1
2
11% 3
4
18% 5
6
21% 7
8
9
29% 10
21%

Questionnaire 2: Reading Vocabulary

PERCENTAGE
1
2
7% 3
4%
4
4% 5
32% 7% 6
7
8
11% 9
10
18% 18%
 QUESTIONNAIRE

ONE THOUSAND AND ONE NIGHT

Reading
Comprehension

no. frequency percentage

1 0 0%
2 0 0%
3 0 0%
4 0 0%
5 0 3%
6 3 10%
7 6 21%
8 6 21%
9 8 28%
10 5 17%
total 28 100%

BEOWULF

Reading Vocabulary

frequenc percentag
no. y e
1 2 7%
2 1 3%
3 1 4%
4 2 7%
5 3 11%
6 0 0%
7 0 0%
8 5 18%
9 5 18%
10 9 32%
total 28 100%
Profile of the respondents

Age

Gender

Marital status

Course

Language spoken

Grade for 1st and 2nd semester

The questionnaires of the two passage

References
 CHAPTER 5

SUMMARY OF THE FINDINGS, CONCLUSION AAND RECOMMENDATIONS

Summary of the findings

Profile of the student’s respondents

Conclusion

Recommendation
BIBLIOGRAPHY

In an alphabetical arrangement
 QUESTIONNAIRE

Part #1

1. Which category below includes your age?

15 or younger 20-21

16-17 22-23

18-19 24 or older

2. What is your gender?

Female Male

Note that the last question requires a text box for the respondent to self-identify.

3. Are you now married, Single or separated?

Married Single Separated

4. Education/ course

BEED BSED

5. What language do you mainly speak at home?

English Tagalog

Other language

Part II. Reading Abilities

I. Reading Comprehension

Direction: Read the passage and answer the questions that follow. Choose the correct option (A,

B, C, or D) for each question.

 One Thousand and One nights

One Thousand and One Nights, also known as Arabian Nights, is a captivating collection

of Middle Eastern folk tales and stories. The tales are framed within a larger narrative of a

Persian king named Shahryar, who discovers his wife’s infidelity and subsequently marries a

new bride each night only to have her executed the following morning. Scheherazade, the

daughter of the kingdom’s vizier, devises a plan to save herself and other women from this grim

fate. She begins telling the king a story each night but deliberately leaves it unfinished,

compelling him to keep her alive to hear the ending. Thus, night after night, Scheherazade

weaves enchanting tales of adventure, magic, romance, and wit.

The stories within One Thousand and One Nights encompass a wide range of genres,

from fairy tales to fables, epic adventures to moral parables. They transport readers to a world of

mystical landscapes, bustling marketplaces, and extravagant palaces. These tales feature an array

of unforgettable characters, such as clever thieves, powerful sultans, beautiful princesses, and

cunning witches. Through their exploits, readers explore themes of love, loyalty, betrayal,

wisdom, and the consequences of one’s choices.

One Thousand and One Nights has had a profound influence on world literature. Its tales

have been retold, adapted, and translated into numerous languages across the globe. The

collection has inspired countless works of art, music, and film, and its enduring popularity stems

from its ability to captivate audiences with its imaginative storytelling and timeless themes.
Questions:
_______1. Who is the main storyteller in One Thousand and One Nights?
a. Shahryar
b. Scheherazade
c. The vizier
d. The queen
_______2. Why does Scheherazade tell stories to the king?
a. To entertain him
b. To educate him
c. To save her life
d. To become the queen
_______3. What fate awaits the king’s brides after their wedding night?
a. They are sent back to their families.
b. They are imprisoned in the palace.
c. They are executed.
d. They become slaves in the kingdom.

_______4. What is the setting of the tales in One Thousand and One Nights?
a. Ancient Rome
b. Medieval Europe
c. Middle Eastern kingdoms
d. Far East countries

_______5. Which of the following is NOT a genre represented in the stories?

a. Fairy tales
b. Fables
c. Mystery novels
d. Epic adventures

_______6. What is one of the main motives behind Scheherazade’s storytelling?

 a. Revenge against the king
b. To gain power and wealth
c. To entertain the king
d. To educate the king

_______7. What kind of characters can be found in the tales of One Thousand and One Nights?
a. Talking animals
b. Modern-day teenagers
c. Space explorers
d. Football players

_______8. What themes do the stories explore?

a. Love, loyalty, and betrayal
b. Science and technology advancements
c. Politics and world history
d. Sports and athleticism

_______9. What is one of the cultural impacts of One Thousand and One Nights?
a. It inspired various adaptations and translations.
b. It caused controversy and was banned in many countries.
c. It influenced the fashion industry.
d. It created new languages.

_______10. What makes One Thousand and One Nights popular?

a. Its historical accuracy
b. Its focus on contemporary issues
c. Its imaginative storytelling and timeless themes
d. Its connection to a specific religious tradition

II. Reading Vocabulary

Direction: Read the passage and answer the questions that follow. Choose the correct option (A,
B, C, or D) for each question.

BEOWULF

In a land of ancient tales and warriors bold, there lived a hero known as Beowulf. He
hailed from a distant land, across the sea, where legends were forged and men were tested in the
crucible of battle. Beowulf, a man of immense strength and valor, embarked on a perilous
journey to rid the kingdom of Hrothgar from the scourge of the fearsome monster, Grendel.
 With his trusted band of loyal warriors, Beowulf arrived at the mead-hall, a grand
structure built with towering timbers. The flickering torches cast eerie shadows on the stone
walls, while the echoes of ancient songs resonated through the air. As night fell, the hall
transformed into a realm of anticipation and trepidation, awaiting the arrival of the beast.

Grendel, a creature of immense power and darkness, descended upon the mead-hall, its
gnarled claws and fiendish fangs ready to claim its next victims. But Beowulf, undeterred and
resolute, confronted the monstrous foe. Their clash echoed through the hall, each blow
reverberating like thunder. With a mighty heave, Beowulf grappled Grendel, unleashing a
strength fueled by the fire of vengeance.

Questions:
_______1. What does the word "valor" mean in the passage?
a. Courage and bravery
b. Fear and cowardice
c. Intelligence and wisdom
d. Weakness and feebleness
_______2. Which phrase best describes Grendel's appearance?
a. Enchanting and mesmerizing
b. Hideous and monstrous
c. Graceful and elegant
d. Innocent and naïve

_______3. What was the purpose of Beowulf's journey?

a. To find a lost treasure
b. To rescue a kidnapped princess
c. To defeat the monster Grendel
d. To establish a new kingdom

_______4. How does the mead-hall atmosphere change at night?

a. It becomes peaceful and serene
b. It turns into a realm of anticipation and trepidation
c. It becomes a place of revelry and celebration
d. It becomes haunted by ghosts and spirits

_______5. What do the "towering timbers" refer to in the passage?

a. tall mountains surrounding the mead-hall
b. large trees used to construct the mead-hall
c. The swords and weapons carried by Beowulf's warriors
d. The flags and banners adorning the mead-hall walls
_______6. How does the clash between Beowulf and Grendel sound?
a. Soft and gentle
b. Silence and stillness
c. Resounding like thunder
d. Peaceful and calm

_______7. What fueled Beowulf's strength in the battle against Grendel?

a. Fear and desperation
b. Vengeance and hatred
c. Love and compassion
d. Surrender and submission

_______8. What is the meaning of the word "reverberating" in the passage?

a. Diminishing and fading away
b. Repeating and echoing
c. Crying and wailing
d. Colliding and crashing

_______9. Which word best describes Beowulf's attitude towards Grendel?

a. Indifferent and apathetic
b. Fearful and hesitant
c. Determined and resolute
d. Pitying and compassionate

_______10. What is the purpose of the "flickering torches" in the mead-hall?

a. To light up the surroundings and provide warmth
b. To guide travelers through the dark halls
c. To create an eerie atmosphere
d. To ward off evil spirits and monsters