FREQUENT LIBRARY MATERIAL USAGE AND THE READING

COMPREHENSION OF GRADE 8 STUDENTS

________________________________

An Action Research Presented to the Faculty

of the HIGH SCHOOL DEPARTMENT
San Pedro College, Inc.
Davao City

________________________________

In Partial Fulfillment of the Requirements for

Science, Mathematics and Research

________________________________

ERIKA JANE G. CAYAMANDA

ALYSSA FAYE T. FERNANDEZ
REO G. OKAWA
VIANKA INDRA C. PETINES
AEREAL MARK G. ROXAS
CHRISTIAN PAUL D. VIRAY

March 2016
 ii

ACKNOWLEDGEMENT

The researchers would like to thank the following people who have assisted them
in their action research:

Mr. Rogelio Rasay III, MAT-Math and Ms. Hasmin M. Macatabang for assisting
us and sharing their knowledge throughout the duration of our study. Thank you very
much for guiding us to properly perform our study.

Mrs. Ma. Diady P. Tuburan, RN, our classroom adviser for constantly reminding
us to do our best especially in being able to succeed in one of the hardest project for
our school year.

The Grade 8 students for being our respondents to make this study a success.
Thank you for your patience and cooperation despite your busy schedule.

The Grade 10 batch mates who have journeyed with us through the difficult
times. Thank you for constantly reminding us that we are all in this together and that we
will be able to surpass this challenge and finally enter Senior High together.

Mrs. Paulina J. Deiparine for validating our questionnaire. Thank you for the tips
that you have given us which truly served as a guideline to help us do our study well.

Sr. Zoselie T. Escolano, O.P., for her approval for us to conduct our study and for
the support as well.

To our parents who have served as our inspiration, thank you very much for the
moral and financial support which carried us all the way through. Special thanks to Mrs.
Karen G. Cayamanda, Mrs. Racquel G. Okawa and Mr. Ragland A. Giducos for
accommodating and giving us your undying support throughout our journey.

And finally, God who has granted us countless blessings and gave us the
inspiration to continue doing our best despite the difficulties.
 iii

ABSTRACT

The library is one of the most important facilities

inside the school premises. It is a place where more
knowledge can be attained through the materials inside
it. Students gradually depend on the library for the
purpose of gaining more information especially for the
completion of their school work. With this, the reading of
books can be connected to the usage of the library since
that is what most of the people do there. The reading
comprehension is a skill that measures how well the
people understand a paragraph or a sentence. With this,
the researchers were given an idea to conduct a study in
regards to the usage of the library and to the reading
comprehension of the students. The researchers
conducted a study to 131 students, all from the Grade 8
level from San Pedro College – Basic Education
Department, to be able to figure out the answer to the
question whether there is a significant relationship
between the frequency of library usage and the reading
comprehension. The researchers used the correlation
method to further show the results of the significant
relationship between the frequent usage of the library
and the reading comprehension of students. This study
serves as a basis for schools towards the reading
comprehension of the students and their usage of library.
This can help students to further help themselves in
being able to improve their reading comprehension.
 iv

TABLE OF CONTENTS
Page

Title Page .................................................................................................... i

Acknowledgement ....................................................................................... ii
Abstract ....................................................................................................... iii
Table of Contents ........................................................................................ iv
List of Tables ................................................................................................ vi
List of Figures ............................................................................................... vii

CHAPTER

1 THE INTRODUCTION

Introduction ................................................................................. 1

Background of the Study ............................................................. 2

Hypotheses ................................................................................. 3

Statement of the Problem ............................................................ 4

Significance of the Study ............................................................. 4

Scope and Limitation ................................................................... 4

Conceptual Framework ............................................................... 5

Theoretical Framework ............................................................... 6

Definition of Terms ...................................................................... 7

2 RELATED STUDIES

Related Literature ....................................................................... 8

Related Studies .......................................................................... 10

3 METHODOLOGY

Research Design ....................................................................... 14

Respondents of the Study ........................................................... 14

 v

Research Instrument .................................................................. 15

Research Procedure .................................................................. 15

Data Analysis ............................................................................. 15

4 RESULTS AND DISCUSSIONS

Results and Discussions .............................................................. 17

5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary ...................................................................................... 21

Conclusions.................................................................................. 22

Recommendations ....................................................................... 22

BIBLIOGRAPHY .......................................................................................... 23

APPENDICES

A – Letter of Request in the Conduct of Study ............................. 26

B – Letter of Request to the Validators ........................................ 27

C – Survey Questionnaire ............................................................ 28

D – Validation Sheet .................................................................... 30

E – Validator’s Profile ................................................................... 31

CURRICULUM VITAE .................................................................................. 32

 vi

LIST OF TABLES

Table Page

3.1 Mean Scores of Reading Comprehension .................................. 16

4.1 Respondents .............................................................................. 17

4.2 Frequency of Going to the Library ............................................... 18

4.3 Frequency of Reading Books ...................................................... 18

4.4 Mean Reading Scores ................................................................. 19

4.6 Spearman’s Rho Correlation of Going to the Library

and Reading Comprehension ...................................................... 19

4.7 Spearman’s Rho Correlation of Reading Books

and Reading Comprehension ...................................................... 20

 vii

LIST OF FIGURES

Figure Page

1.1 Conceptual Framework ...................................................... 6

1.2 Theoretical Framework ...................................................... 7

 CHAPTER 1

THE INTRODUCTION

The library is one of the most significant tool in learning as it helps in providing
the necessary articles, information, and research materials from instructors, peers, and
the recorded and preserved work of others, much of which is available in libraries.
(Cooper, 2011). A learning avenue not only for students, but for everyone in the
community. It is a place for learning where it contains books, manuscripts and other
things used for sources. It is where people divert to in times when they are in need of
information or data that will expand their knowledge, understanding, and vocabularies.

Agarwal (2012) states that the greatest feature of a library is that it either makes
no charge upon the readers or collects a negligible membership fee for making
available to them newspapers and journals. This fact is immensely helpful to the ill-paid
and poor members of society who, notwithstanding their poverty, are interested in the
political, social and religious developments reported by newspapers.

The library has been seen as the heart of the academic institution, a place of
fundamental importance to every researcher, teacher and student on campus.
Traditionally, too, researchers as well as students visited the library regularly, consulted
the contents of its shelves, talked to library staff, filled in forms to order books or articles
from that library or one in another institution, and spent time browsing, reading and
working within its walls (Jubb & Green, 2007).

People who often resort to reading and keeping on track with history, vocabulary,
and definitions are full of knowledge as they continually seek for more information.
Rodrigues (2011) indicates that libraries define, develop, and measure outcomes that
contribute to institutional effectiveness and apply findings for purposes of continuous
improvement.

Okiwilagwe (1998) represents reading as reasoning involving the meaning full

interpretation of words, phrases and sentences requiring all types of thinking such as
critical, analytical, creative, imaginative, evaluative, judgmental and problem-solving.
 2

Having a school library is a big help to students. The library is filled with many
references and learning materials that can be utilized to help students learn efficiently
and proficiently. The library also functions as a learning environment. It improves the
mental and physical ability of a student when given a certain information from the
library. It is one of the most used facility inside a school campus.

Background of the Study

Today, people are in a state of technology advancement where the world is in

our hands because of the smartphones which have unlimited access to the information
needed thus neglecting the use of the libraries. Instead of skimming from books,
students nowadays use their smartphones in searching for data for it is easier and not
time consuming.

Radcliff (2014) claims that everything is not on the internet as it consists of a

small percentage of published and trusted sources which is only 8% of it. Search
engines such as Google, AltaVista, and Yahoo access are limited. The most reliable
scholarly information is available in books and journals. Preliminary steps to find the
appropriate search terms should start with print indexes and subject headings volumes.

As technology arises, almost every student with a smartphone would deliberately

search anything without possibly thinking if the information that they get is from a
trusted source. This is why, the researchers would like to conduct a study that most of
the students don’t value the usage of library because they perceive that even without
the usage of the library, it doesn’t involve anything with the reading comprehension.

Smartphone sales in 2012 soared with 55.5 percent of all mobile subscribers
using them. As nearly 74 percent of young adults ages 25 to 34 owned smartphones,
however the ownership of smartphones for those 13 to 17 years of age was at 58
percent, up a whopping 22 percent from 2011. Young people are acquiring
smartphones at a staggering rate globally. (Hough, 2012)
 3

The consistency of library usage gives improvements in student test scores,

development of thinking-based competencies in using information, increased interest
and participation in reading from the New Jersey Association of School which explored
the values of quality school libraries to education (Taniguchi, 2012).

Starr (2012) reports that a recent study conducted by Colorado's Library

Research Service (LRS), students at schools with strong media centers scored
significantly higher on standardized tests than students at schools with less-well-
equipped and staffed libraries. The results of the study, which examined the relationship
between the Colorado Student Assessment Program (CSAP) and certain characteristics
of school media centers, replicated those of earlier studies conducted in Colorado,
Pennsylvania, and Alaska.

The San Pedro College Basic – Education Grade 8 students are more dependent
on the usage of the library since smartphones are banned in the school premises that is
enforced starting School Year 2015 - 2016. Upon the application of the new system, the
researchers would like to find further information of the frequency of the library usage of
the Grade 8 students and its effect on their reading comprehension.

Statement of the Problem

The researchers intend to know the effect of the frequent usage of the library by
gathering data and answers for the following questions:

1.) What is the frequency of library material usage of Grade 8 students in terms of:

a) Frequency of going to the library

b) Frequency of reading books?

2) What is the mean reading comprehension score of Grade 8 students?

3) Is there a significant relationship between the frequency of library usage and reading
comprehension scores of Grade 8 students?
 4

Hypotheses

H1: There is a significance relationship between the frequency of library usage and
reading comprehension of Grade 8 students.

H0: There is no significance relationship between the frequency of library usage and
reading comprehension of Grade 8 students.

Significance of the Study

By understanding the needs of the students’ benefits of quality education, these
students will be assured of a competitive advantage by knowing if the library materials
takes effect in improving the reading comprehension of a student. This study will be
most beneficial to students when they will be tested in their comprehension ability.
Moreover, this research study will be able to help individuals in terms of their
understanding.

The researchers would like to stress out the frequency of the usage of the library
materials of the grade 8 students. In this way, the researchers would not only help the
students in their reading comprehension skills but also the administrators. With the
result of this research, the administrators would have an idea to help the students boost
their reading comprehension skills and understanding. It will also give the administrators
an idea on how to keep the standard of the library materials to maintain in giving
students an improved comprehension.

Scope and Limitation

This research focuses only on the relationship between the frequency of the
library material usage and the reading comprehension which will mainly focus on the
feedback and results from San Pedro College Basic – Education Grade 8 Students.
Aside from this, the study will be conducted within the school year 2015 – 2016. Using a
simple cluster sampling the researchers have selected the grade eight students as the
respondents. It will only be conducted within the school perimeters.
 5

The conclusion drawn from this study will be from the answers of the grade 8
students that will be a form of test in their respective classrooms. Each student’s
feedback and answer is essential in the making and completion of this study.

Further information that would possibly lead to more questions shall be

disregarded as the topic mainly focuses on the consistency of library material usage
and its effect on the reading comprehension.

Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Frequency of Library Reading Comprehension of

Material Usage The Grade 8 Students

Figure 1.1

This figure shows the relationship between the frequency of the library material
usage and the reading comprehension of the grade 8 students. The Independent
Variable talks about the consistency of the library material usage and it is manipulated
in the experiment depending on how frequent they use the library materials. The
Dependent Variable is the reading comprehension as it is the value observed by the
researcher.
 6

Theoretical Framework

Process Strategies

SCHEMA THEORY

Conceptual Ability Background Knowledge

Figure 1.2
The study of the researchers is anchored to the Schema Theory (1970) which
was developed by Bartlett (1932). According to him, the people’s expectations and prior
knowledge shape their understanding and remembrance. The theory was emphasized
when Rumelhart (1980) stated that “All knowledge is packed into units. These units are
the schemata. Embedded in these packets of knowledge is, in addition to knowledge
itself, information about how this knowledge is to be used. A schema, then, is a data
structure for representing the generic concepts stored in memory." The schema theory
is then a result for making out of the correlation between the comprehension and the
background knowledge of a person. The Schema Theory revolves in the mental ability
of a person to conceptualize or comprehend a particular situation with his background
knowledge.

In the framework, the schema theory relates to three words according to

Goodman (1970) that at the same time relate to each other thus forming the triangle.
The Schema Theory is related to the Process Strategies of a person, in this case, a
 7

person has his/her own strategy on how he processes the words or sentences that they
have read, this then connects to the conceptual ability of a person. Conceptual is also
defined as the mental ability of a person. The person then may vary on how their minds
will be able to process the sentences and understand it with their mental ability.

Lastly the process strategies and the conceptual ability are both connected to the
background knowledge of a person. As young kids, people have already been taught on
how to read and write words and at the same time understand what it means. Thus,
from the word itself, the background knowledge of a person is related on how he/she
comprehends a certain sentence or paragraph.

Based on the theory above, the researchers believe that it has relevance to our
study in the formation of the reading comprehension of students. The theory itself can
be considered as evidence to the reading comprehension of the students. The Schema
Theory will serve as the guide of the researchers in gathering the data needed since it
relates to the mental ability of a person

Definition of Terms

Library - the venue where the academic community can find materials for studies.

Conceptual ability - the capacity to understand and comprehend concepts/ideas and

subject matter.

Process strategy - the ability to relate words and sentences into concepts and ideas.

Background knowledge - the basic or stock knowledge inherent in a person.

Frequency - It shall be measured to know the allotment of how consistent a student

visits the library and reads a book.
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature

“Reading comprehension is a complex cognitive process that depends upon a
number of ingredients all working together in a synchronous, even automatic way.” (Dr.
Horowitz, 2014). With this statement, it is further explained that reading comprehension
works when words relate to each other to form a thought. Reading can be acquired as a
knowledge by a person and can then be called as comprehension.

Comprehension is further defined in eight different situations by Dr. Kimberly

Tyson (2014). One of her definition for comprehension is that it is a dynamic process in
which information from the text and knowledge possessed by the reader interact to
enable the reader to construct meaning before, during, and after reading. When
reading, words that are read further understood through the use of comprehension.

In the article entitled “Reading Strategies” (Rodrigues, 2011), it is stated the

comprehension is the most important role when it comes to reading. It is the main
purpose why we read and that is to comprehend the information that we are able to
acquire from the paragraphs of words that we read. When we read we do not simply
look at the words, instead we use our comprehension to fully understand the topic that
we have read.

According to Texas Education Agency (2002), reading is frustrating pointless

action without comprehension. It is useless to read if you do not understand what you
are reading. The purpose of reading is to acquire knowledge from books and other
sources.

It was stated by BBC (2014), that reading is a very important part of our Standard
Grade English Course. There are two ways on how we read, one is when we read
novels, poems etc. and the other one is when we write essay.

Even with the discussion of having the help of a parent in the studies of a
student, it is said by Jamie Zilbulsky (2015), that there is no direct relationship between
the parent involvement and the child’s success defining on how you define it. A parent
may help a student understand its own lessons but then a student has the initiative to
understad
 9

or her lesson on her own. It is a good thing that children at a young age should be
trained to be independent in terms of his understanding.

The purpose of reading may depend if the teacher gives purpose or the student
himself sets his purpose. Students may set the purpose of reading for his own benefit.
Students and teachers usually set the purpose of reading to enhance the reading and
speaking skills. Clewell and Czarnecki (2015)

There are two overarching purposes of reading. That is reading for literary
experience and reading to acquire and use information. Practically, these two are the
known reasons on why we read. That is why in school, students are given books to use
as a reference for their lessons to understand. Megan Chamberlain (2008)

In the site of Learningrx (2003), it is stated that by improving the reading

comprehension skills of a person he is capable to connect with the ideas of a page and
apple it to what they already know. With their capability they are already able to know
and understand whatever they are reading. They are able to connect the dots of a
certain passage.

In reading, there are strategies to further help a student understand his readings
or to improve his reading skills. Paticia Babbit (2002), states eight strategies to help
improve the reading comprehension of a student. Comprehension monitoring,
Cooperative learning, Graphic organizers, Story structure, Question answering,
Question generating, Summarization, and Multiple strategy are the said strategies that
teachers, students, and parents may work on.

Harvey and Goudvis (2000), gives also six different comprehension strategies.
Make connections, ask questions, visualize, determine text importance, make
inferences, and synthesize. By following these strategies, a person has the capability to
effectively understand what he is reading.

There are six tips on how a child can improve its reading comprehension. First is
you make him read aloud the certain passage, in this way he is able to read slowly and
understand the passage more clearly. Next, provide him the right books, make him read
those books that will improve his intellectual ability. Third, make him reread to build his
 10

fluency, with this he is able to pronounce words in a good way. Talking to his teacher is
the fourth way. By doing this, you as a parent has the capability to know about the
status of the reading comprehension of your child. Fifth is that you supplement class
reading, give him books that are easy to understand and read. Lastly, you talk about
what he is reading. Ask him questions about the book that he has read to fully test his
understanding on the story. (Scholastic, 2015)

Ginny Osewalt (2014) says that good readers are active readers. In this, it is
understood that those people who understand passages quickly and are fast learners
are known to be book lovers. They love to read books whether it may be a fiction or
non-fiction. These are the people who are good at the same time in the language of
English. That is why reading is considered a good habit.

Teaching grammar can help in the improvement of a reading comprehension as

stated by Dr. Joanne Meier (2014). Teaching grammatical lessons to a person may
increase its capability to understand whatever he is reading through the grammatical
structure of the sentences. By reading properly constructed sentences, a student is able
to understand it right away by just focusing on the structure of the sentence.

Reading comprehension may lead the student to a lot of benefits according to

Lydia Breiseth (2105). These benefits are first when you improve your reading
comprehension, you are able to read more accurately. Second, a student is able to
follow a text or story more closely. Next, when your reading comprehension improves
you are able to identify important events and concepts in a text. To master concepts in
their content-area classes is the fourth benefit. Fifth, is you are capable of
understanding the lessons and lastly the students feels motivated to read in school and
for pleasure.

Review of Related Studies

Children depend on oral language and images before they become literate.
These are factors that help them know the sense of the world around them. (Carlisle &
Rice, 2003). Children books that are found in the library will be able to aid them in the
 11

process. When children start to grasp the alphabetic principle, they are increasingly able
to use their understanding of orthography and phonology to read words, strings of
abstract symbols that represent concepts in their world. Once children learn how to read
words, their reading comprehension engages into a new level where they are able to
understand the meaning of texts.

Within the investigation of 44 studies, Lindsay (2014) was able to found out that
the usage of print materials namely books and other library resources improved
children’s reading performance. It was essential in helping children to know the basics
of reading. It produced enhanced attitudes towards reading and learning among
children which induced children to read longer over periods of time. With the available
and abundant supplies, it was easier for children to cope up with their proper grammar
and comprehension through the usage of these resources.

Increased access to books is related to increases reading achievement.

(Krashen, 2004, 2010; Lance, 2004; Lindsay, 2010). It entails the help of verbal
processing which helps the children remember and think through the themes of the
book. Once a child is engaged into reading books, it becomes a habit and this fluency
that is critical to reading comprehension is accomplished word by word and is absolutely
dependent on repeated accurate phonological processing. Comprehension strategies
focus on teaching students to understand what they read not to build skills on how to
read or decode. If the student struggles with accurate fluent decoding then
comprehension will continue to be limited. Basically if decoding is not automatic and
easy then the student has little energy left to devote to thinking about what they are
reading.

Carlisle and Rice (2003) stated that reading and listening comprehension
develops similarly by about fifth grade pupils compared to earlier graders for both good
and poor readers. It has been tested that word readers read a lot of sources from the
library. Partially, text comprehension relies on proficient decoding, the relation between
children’s listening and reading comprehension grows stronger as they grow older and
fluent.
 12

Mullis, Martin, Gonzales, & Kenedy (2013), held a current international study of
fourth – grade reading achievement and reported that U.S. Fourth graders outperformed
many other countries on measures of narrative comprehension, but did relatively poorly
on measures of expository text comprehension. While this study did not establish the
cause of this poor performance, we might infer that it is a result of insufficient content
knowledge. Recent research effects have turned to examine the relative effects of
strategy instruction versus content engagement or the combined effect of strategy
instruction and content engagement. The lack of content and resources is a factor why
these produced low results from pupils who are still on the ongoing process of learning.

Metacognition has always been known in education and is considered as

a skill that is fundamental in the reading process. To simplify, this study adopted the
definition made by Kuhn (2000). Metacognition is defined as enhancing metacognitive
awareness of what one believes and how one knows and metastrategic control in
application of the strategies that process new information. Through constant reading
through library resources, individuals may sharpen their metacognitive and
comprehension skills.

Vocabulary acquisition has also been found to be a high predictor of reading

comprehension. Biemiller and Slonim (2001) reported that students who were behind in
vocabulary knowledge in third grade would remain behind the throughout the duration of
their schooling. Biemiller and Slonim found that students in Grade Two in the highest
quartile of vocabulary knowledge acquired an average of 7,100 root words and students
in the lowest quartile an average of 3,000 root words. The author noted that the lower
quartile children could be brought up to grade level, but to do so would take extensive
vocabulary instruction and most schools do not promote such programs and materials in
the library.

Librarians and library programs appear to positively influence students’ research

skills development and motivation for research and inquiry, particularly in the use of
information technologies such as databases in the Web; reading skills development and
test scores; and development of reading interests. (NY 2010) Children are fascinated by
 13

technology and it’s advancement that will eagerly help them in the process of
developing their comprehension and understanding when they read.

Johanna Lindback (2015) claims that if it’s going to be successful and the big
asset to students and teachers that it could be, a school library should be seen as a
great start. Next is when the principal develops a plan with the teachers and the
librarian(s). This plan should involve all teachers, not just the language teachers. The
key factor to better reading comprehension is that it’s everybody’s responsibility.
Developing a well-functioning library that’s actually going to improve results takes a lot
of hard work, and it can’t be done by one person only nor can it be done by language
teachers solely. Children read and write in all subjects thus all teachers are fundamental
in this part of this work.

Many children being school today at a disadvantage. They may not have been
read to on a regular basis, and many have never been to a library. It is the school
librarians’ responsibility to welcome these young children into the library and develop
programming that provides them with beginning literacy experiences (Schwindt, 2010).
It has been a study that librarians should provide ways and programs that should entice
the children to come to the library one in a while to develop their comprehension skills
as they would have a better performance in academic tracks.
 CHAPTER III
METHODOLOGY

The desired goal of this study is to determine the significant relationship between
the Frequent Library Material Usage and the Reading Comprehension of Grade 8
students. This chapter involves the descriptive approaches used such as the research
design of the study and the procedure used in designing the instrument.

Using a survey method for data collection, the chosen respondents of our study
answered the questionnaire that served as the research instrument used to gather data.

Research Design

This study uses the descriptive research design to explain and measure reading
comprehension among grade 8 students. Data collected will be analyzed through the
correlational method to measure and find the relationship between the variables library
usage and reading comprehension. The independent variable being the library use and
the dependent variable being the reading comprehension level of the grade 8 student.

Simple cluster sampling will be used in identifying the respondents for the study.
For the study, the 1st cluster for the respondents is that they belong to San Pedro
College-Basic Education, High School Department. The 2 nd cluster is the grade level
which is grade 8. And the 3rd cluster are the 4 different sections of the grade 8 level.

Respondents of the Study

The researchers selected a range of respondents that are capable of answering
a questionnaire. The Grade 8 population is composed of students both male and female
of different sections specifically St. Hyacinth, St. Lorenzo Ruiz, St. John Macias and St.
John Paul II from San Pedro College Basic Education Department. The survey forms
will be tallied, computed, analyzed and recorded later then.
 15

Research Instrument

The researchers will use the questionnaire to determine the frequency of library
usage and frequency of reading books. To validate and evaluate the relationship
between library use and reading comprehension, the last part of the survey included a
short story that the researchers have selected and adopted from English for Everyone
Reading Worksheets. The story revolves around Rio Grande which answers global,
inference, vocabulary and detail element questions. This will help determine the reading
comprehension level of the grade 8 students who serve as respondents for this study.

Research Procedure
In adherence to formally gather data, the researchers must seek the legitimate
approval from Mrs. Paulina J. Deiparine, the Assistant Principal of San Pedro College
Basic Education through the form of letter addressing the approval to conduct a survey
among the Grade 8 students.

When approved, the researchers will split into subgroups composing of two
members assigned to a specific section to ask the permission of the different class
advisers during the lunchbreak period of the students. The respondents shall be given a
time frame of 5-10 minutes to answer the following questions.

The data shall be recorded once the responses are all in place and organized for
the completion of the total response based from the survey.

Data Analysis

In testing the hypothesis of the study, the following statistical tools will be used to
figure out the results of the study and the relation of the data to each other.

The Frequency Distribution is a statistical tool that helps organize and distribute
the frequency of a certain variable in the study. In this case, the frequency of a variable
that is to be measured is the library usage of the Grade 8 students and their frequency
in reading.
 16

The researchers will consider the percentage as a statistical tool for the study.
The percentage will be determined from the score that the respondents will get from the
answer sheet of reading comprehension.

The Correlation Coefficient is another statistical tool to be used to identify the

relationship of the two variables in the study. The two variables in the study is identified
as the frequent usage of library and the reading comprehension of the respondents. The
Correlation Coefficient takes on the value of +1 to -1 in which in the computation, the
result of zero means no relationship between the two variables.

The mean scores for the reading comprehension will be interpreted with the scale
provided in the table below.

Table 3.1. Interpretation for the Mean Scores of Reading Comprehension

Scores Interpretation
3.5 – 4 Excellent

2.5 – 3.4 Average

1.5 – 2.4 Poor

0 – 1.4 Very Poor

 CHAPTER IV
RESULTS AND DISCUSSION

This chapter present the results, discussion and analysis for the data of the
frequent library usage and the reading comprehension of the grade 8 students. The
discussion of the results follows the sequence of the statement of the problem.

Table 4.1. Respondents

Boys Percent Girls Percent Total Percent

St. 14 38.89 22 61.11 36 100
Hyacinth
St. John 13 39.39 20 60.61 33 100
Paul II
St. John 10 38.46 16 61.54 26 100
Macias
St. 15 41.67 21 58.33 36 100
Lorenzo
Ruiz
Total 52 80 131

The table shows the number of respondents per section that was surveyed for
the research. The grade 8 has a total of 145 students, however the researchers have
surveyed 131 of them since a lot were absent and were not around. The researchers
then decided to scrape them off of the number of respondents which should be 145
students.
 18

Table 4.2. Frequency of Going to the Library

Frequency Percent

Everyday 7 5.3

2-3 Days 52 39.7

4-5 Days 6 4.6

Once a Month 50 38.2

Never 16 12.2

Total 131 100.0

Table 2 shows the frequency of the grade 8 students that goes to the library
respectively in 5 choices. It can be seen from the table that the students of grade 8
frequently goes to the library 2-3 days in a week with a frequency of 52 students and a
percentage of 39.7. This is followed by 50 students who go to the library once a month.

Table 4.3. Frequency of Reading Books

Frequency Percent

Everyday 25 19.1

2-3 Days 39 29.8

4-5 Days 16 12.2

Once a Month 36 27.5

Never 15 11.5

Total 131 100.0

Table 3 shows the frequency of the grade 8 students in reading books. The
highest value is 39, which belongs to the range of the 2-3 days and has a percentage of
29.8. This means that most of the grade 8 students read books in 2-3 days in a week.
 19

Table 4.4. Mean Reading Comprehension Scores

Std.
N Mean Deviation Interpretation

Reading Com 131 2.2366 1.14241 3.5 – 4 = Excellent

2.5 – 3.4 = Good

1.5 – 2.4 = Satisfactory

0 – 1.4 = Poor

Table 4 shows the mean of the reading comprehension scores of the grade 8
students. The mean for the scores is 2.2366 which in the interpretation of scores means
satisfactory. This means that the grade 8 students have a satisfactory rating for their
reading comprehension. The standard deviation shows the value of 1.14241 which is a
small value. Having a small value for the standard deviation means that the values in
the statistical set are close to the value of the mean.

Table 4.5. Spearman’s rho correlation going to the Library and Reading Comprehension
Correlation

Reading Com

Going Lib Correlation Coefficient -.054

Sig. (2-tailed) .540
N 131

This table shows the results for the correlation of the two variables. The
correlation coefficient has the value of -.054. The negative value means that there is a
negative relationship between the two variables. The relationship shows that the first
 20

variable (going to the library) increases while the second variable (reading
comprehension) decreases. The significant value shows .540 which exceeds the alpha
= 0.05 level. Thus, there is no significant relationship between going to the library and
the reading comprehension.

Table 4.6. Spearman’s rho correlation Reading Books and Reading Comprehension

Reading Com

Reading Correlation Coefficient -.133

Sig. (2-tailed) .129
N 131

Correlation

The final table shows a negative correlation coefficient of -.133. This means that
there is a negative relationship between the two variables. The negative relationship
shows that the first variable (reading books) increases while the second variable
(reading comprehension) decreases. The table shows above that the significant value is
.129 which exceeds the alpha level of 0.05. This means that there is no significant
relationship between reading books and the reading comprehension of the students.
 CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter provides the last details about the research paper. In sequence, it
contains the summary of the analyzed data, the general conclusion to be made and
lastly the recommendation of the study.

Summary

The researchers have conducted this study to determine whether there is a

significant relationship between the frequent library material usage and the reading
comprehension of the students. This study was conducted only in the school premises
of the San Pedro College Basic Education and only in the grade 8 level.

Primarily, this study sought to answer the following questions:

1.) What is the frequency of library material usage of Grade 8 students in terms of:

a) Frequency of going to the library

b) Frequency of reading books?

2) What is the mean reading comprehension score of Grade 8 students?

3) Is there a significant relationship between the frequency of library usage and reading
comprehension scores of Grade 8 students?

In this study, the researchers have gathered information through a survey and a
questionnaire that was filled-up by the grade 8 students from the 4 sections. The results
of the survey included the mean score of the reading comprehension of the students.
The survey results also showed the frequency of going to the library and the reading of
books of the students. The frequency of going to the library showed that students
usually go there 2-3 days in a week. The frequency of reading of books also showed
that students read books 2-3 days in a week. The mean reading comprehension score
of the students that was gathered through their scores in the questionnaire given was
2.2366, which in the scale meant a satisfactory rank. With all the data gathered, the
researchers got the correlation results which show that there is no significant
relationship between the
 22

frequency of library usage and the reading comprehension of students since it showed a
value that exceeded the alpha level of 0.05.

The results of the study would be very helpful to the school for they would be
able to improve the reading comprehension of the students and to increase the daily
usage of the library and the library materials.

Conclusion

After gathering the results, the researchers have found an answer to their
statement of the problem. Answering the first statement of the problem, the frequency of
going to the library and reading books are in the scale of the 2-3 days in a week. For the
second statement of the problem, the mean score of the reading comprehension of
students show that they have a satisfactory rating.

The final statement of the problem can be answered with the help of the stated
hypotheses. Using the null hypothesis, the researchers conclude that there is no
significant relationship between the frequent library usage and the reading
comprehension of the students. This is in accordance with the results of the correlation
coefficient that the significance exceeds the alpha level.

Recommendations

With the data and results gathered by the researchers, these recommendations
have been made:

1.) The school should conduct programs that can help the students improve their
reading comprehension with the use of activities that can sharpen their mental
abilities.
2.) This study can also help the administration give more attention to the usage of the
library of the students by conducting more subject activities inside the library.
3.) This research paper is feasible to the other researchers yet the improvement is
necessary. For the future researchers, it is recommended to widen the range of
respondents and to improve the questionnaire to be used for the students. Aside
 23

from this, other studies such as the relationship of the library usage and the English
grammar of the students may be studied upon.

BIBLIOGRAPHY

Babbitt, P. (2002). Scaffolding: Strategies for Improving Reading Comprehension Skills.

Retrieved from phschool.com/eteach/language_arts/2002_12/essay.html.

Benchmark Education. (n. d.). Comprehension Skills, Strategies & Best Practices.
Retrieved from benchmarkeducation.com/best-practices-
library/comprehension-strategies.html.

Calderón, M. & L. Minaya-Rowe (2004). Expediting Comprehension for English

Language Learners (ExC-ELL): Teachers Manual. Baltimore, MD: Center for
Data-Driven Reform in Education, Johns Hopkins University.

Chamberlain, M. (2008). An overview of national findings from the second cycle of the
Progress in International Reading Literacy Study. Retrieved from
educationcounts.govt.nz/publications/series/2539/PIRLS-200506/34905/6

Chege (2012) Reading comprehension and its relationship with academic performance
among standard eight pupils in rural Machakos. Retrieved from http://ir-
library.ku.ac.ke/handle/123456789/3722

Coiro, J., & Dobler, E. (2004). Investigating how less-skilled and skilled readers use
cognitive reading strategies while reading on the Internet. Reading
Comprehension, 63, 30-35.

Cziko, C., Greenleaf C., Hurwitz, L., & Schoenbach R. (2000). The Quarterly: Reading
for Understanding. Reading Skills 22, 1-3.

Deborah J. Rumsey (n.d.). How to Interpret Standard Deviation in a Statistical Data Set,
For Dummies, 2nd Edition.
 24

Dewey (n.d.) Teaching Reading Comprehension. Retrieved from

bellarmine.edu/docs/defaultsource/education_docs/Reutzel_Cooter_Compreh
ension_TCR_5e_2.aspx

Gretes, F. (2013). Gretes Research Services: School Library Impact Studies. Retrieved
from baltimorelibraryproject.org/wp-
content/uploads/downloads/2013/09/Library-Impact-Studies.pdf.

Gretes, F. Gretes Research Services (2013), SCHOOL LIBRARY IMPACT STUDIES A

Review of Findings and Guide to Sources. Retrieved from
baltimorelibraryproject.org/wp-content/uploads/downloads/2013/09/Library-
Impact-Studies.pdf.

K12 Reader. (n. d.). Reading Comprehension and Higher Order Thinking Skills.
Retrieved from www.k12reader.com/reading-comprehension-and-higher-order-
thinking-skills/.

Lindbäck, J. (2015). Swedish Reading Ambassador for Young People. Retrieved from
astridlindgrenmemorialaward.wordpress.com/2015/01/09/school-libraries-first-
step-towards-better-reading-comprehension.

M.D. Coyne, E.J. Kami’Enui, D.W. Carnine, (2007). Effective Teaching Strategies that
Accommodate Diverse Learners. Retrieved from
education.com/referece/article/current-issues-reading-comprehension.

National Centre of Literacy and Numeracy for Adults. (2012). Reading Comprehension
Retrieved from literacyandnumeracyforadults.com/resources/354679#41.

Nelson (2010), Effects of reading comprehension and fluency abilities on the N400
event-related potential. Retrieved from
scholarcommons.usf.edu/cgi/viewcontent.cgi?article

Nowak, P. (2013) 7 Steps To Maximize Comprehension. Retrieved from

http://www.irisreading.com/7-steps-to-maximize-comprehension/.

Osewalt, G. (n. d.). 6 Tips for Helping Your Child Improve Reading Comprehension.
Retrieved September 8, 2016 from www.understood.org/en/school-
 25

learning/partnering-with-childs-school/instructional-strategies/6-tips-for-
helping-your-child-improve-reading-comprehension.

Pardo, L. S. (2004). What Every Teacher Needs to Know About Comprehension. The
Reading Teacher, 58 (3), 272-280.

Philstar (2010). Low proficiency in reading comprehension may threaten global

competitiveness. Retrieved from http://www.philstar.com/business-
life/551404/low-proficiency-reading-comprehension-may-threaten-global-
competitiveness.

Questar (n. d.). How Degrees of Reading Power Measures Reading Comprehension.
Retrieved from questarai.com/district-literacy-assessment/reading-
comprehension/measure-reading-comprehension/

Starr, L. (2010). Strong Libraries Improve Student Achievement. Retrieved from

freducationworld.com/a_admin/admin/admin178.shtml#sthash.i9s9LZFX.dpuf

Texas Educational Agency. (2002). Comprehension Instruction, 4-8. Retrieved from

http://www.netxv.net/pm_attach/67/TRI-Comprehension_Instr.pdf.

Vaughn, S., Swanson, E. A., Roberts, G., Wanzek, J., Stillman-Spisak, S. J., Solis, M.,
& Simmons, D. (2013). Improving reading comprehension and social studies
knowledge in middle school. Retrieved from
http://www.meadowscenter.org/library/resource/improving-reading-
comprehension-and-social-studies-knowledge-in-middle-school

White (2012), Understanding Reading Comprehension Performance in High School

Students. Retrieved from
https://qspace.library.queensu.ca/bitstream/1974/7395/1/Kwiatkowska-
White_Bozena_201208_Ph.D.pdf.

Yu-han Ma and Wen-ying Lin (2014) A Study on the Relationship between English
Reading Comprehension and English Vocabulary Knowledge. Retrieved from
http://www.hindawi.com/journals/edri/2015/209154/.
 26

APPENDIX – A

Letter of Request in the Conduct of Study

 27

APPENDIX – B

Letter of Request to the Validators

 28

APPENDIX – C

Survey Questionnaire

FREQUENT LIBRARY MATERIAL USAGE AND THE READING

COMPREHENSION OF GRADE 8 STUDENTS

(http://www.englishforeveryone.org/PDFs/9_Summer_Rain_Free_Sample.pdf)

Good Day Grade 8 Students,

As part of our requirement for the completion of Junior High, we must be able to have our Action Research.
In line with this, the researchers would like to ask you to please answer this questionnaire HONESTLY AND
SERIOUSLY as the answers will be our data basis for our research. Rest assured that your answers will be made
confidential and will only be used for the data needed. Thank you and God Bless!

Sincerely,

GROUP 5 - ST. ZDISLAVA BERKIANA

Researchers

THIS QUESTIONNAIRE WILL ONLY BE TAKEN FOR 10 MINS. For numbers 1-3, please place a check mark for the box
that you have chosen.

1. How often do you go to the library? Everyday 2 - 3 days in a Week 4 - 5 days in a Week
In a Month Never

2. How often do you read books? Everyday 2 - 3 days in a Week 4 - 5 days in a Week
In a Month Never

3. Do you love to read books? Yes No

For the following questions, read and understand the short story and encircle the letter of the best answer.

The Rio Grande

Although not the longest river in America, the Rio Grande is one of the most important. But, unlike other
significant rivers, it is not used for shipping. In fact, oceangoing ships cannot navigate the waters. No, what makes
the Rio Grande so important is its location. Since 1846, it has been the official border of Texas and Mexico.

The Rio Grande is either the fourth or fifth longest river system in North America. It all depends on how it is
measured. Because the river twists so much, it occasionally changes course. And these course shifts can cause it to
be longer or shorter. At its last official measure, the Rio Grande clocked in at 1,896 miles. The river starts in
Colorado and extends downward to the Gulf of Mexico.
Downward is the best way of describing it too. Not only does the river extend south, but it also starts in the
mountains and gets lower and lower in elevation as it extends to the Gulf. Its name is Spanish for the “Big River,” but
 29

the Rio Grande is actually known as Rio Bravo in Mexico. “Bravo” translates as “furious,” so the name makes sense.
Because of its twists and turns, it certainly does seem to be angrier than most rivers!

1) According to the passage, why is the Rio Grande so important?

A. It is a source of drinking water for most of the United States.

B. It is the border of Texas and Mexico.
C. It is the longest river system in the United States.
D. It is known by two different names.

2) In paragraph 3, the author most likely writes that “downward is the best way of describing it too” to

A. Prove that the Rio Grande’s water levels have gone down recently
B. Argue that the Rio Grande has changed shape over the years
C. Highlight the fact that the Rio Grande flows south and from high elevations
D. Explain why the Rio Grande is known as the Rio Bravo down in Mexico

3) Based on its use in paragraph 2, the word furious most nearly means

A. Angry
B. Large
C. Twisted
D. Dry

4) According to the passage, the Rio Grande has endpoints in

A. Texas and the Gulf of Mexico

B. New Mexico and Colorado
C. Texas and Mexico
D. Colorado and the Gulf of Mexico
 30

APPENDIX – D

Validation Sheet
 31

APPENDIX – E

Validator’s Profile

PERSONAL INFORMATION

Name: Paulina J. Deiparine, MAEM

Sex: Female

Citizenship: Filipino

Civil Status: Married

Occupation: Assistant Principal at San Pedro College Basic Ed

Address: Block 10, Lot 5, Golden Yellow St., New Lanzona Village, Matina, Davao City

Birthdate: June 22, 1955 (60 years Old)

Elementary: Barangay Bubukal Elementary High School: Pedro Guevarra National

College: UM, USEP, Xavier University – Cagayan De Oro
Course: BSCHE, MASE, MAEM
Religion: Catholic

EDUCATIONAL BACKGROUND
 23

CURRICULUM VITAE

Name: Erika Jane G. Cayamanda

Nickname: Kai-Kai

Erika Jane G. Cayamanda is a hardworking student.

She is diligent in her studies and continues to find ways to
improve her skills and abilities. She is currently residing in
L3 Blk32, Cook St. South Pacific Golf & Leisure Estates,
Catalunan Pequeño, Davao City. Her birthday is on
February 11, 2000. She does not only excel in academics
but is also a very skilled volleyball player. Her goals
motivate her to become a better person. She graduated
elementary from Ateneo de Davao University.

Name: Alyssa Faye T. Fernandez

Nickname: Ading

Alyssa Faye T. Fernandez is a reliable student living

at Blk6 Lot 21, Samantha Homes. Catalunan Pequeño,
Davao City. She graduated elementary from Holy Child
College of Davao. She celebrates her birthday every 17th of
January. Her ambitions help her stay focused and
determined. To make her parents proud also fuels her to
overcome and endure the challenges that school and her
 32

personal life present before her. She is generous and

friendly to the people around her.
 33

Name: Vianka Indra Therese C. Petines

Nickname: Aka

Vianka Indra Therese C. Petines has a reputation of

being late to almost everything. She strives to improve
herself. She is doing fine in her academics. She is very
fond of books and spends a great deal reading them. She
has been to a number of schools but regards San Pedro
College - BEd as her home. She earned her elementary
diploma at Saint Peter's College of Toril. She celebrates
her birthday every 18th of January and currently resides in
Susana Homes 3, Brgy. Baliok, Talomo Disrict. Davao City.

Name: Reo G. Okawa

Nickname: Yong

Reo G. Okawa is a diligent student and possesses

the qualities of a hardworking and good leader. He is
consistent in his efforts to improve his skills to be better at
his craft. He is a resident of Block 31 Lot 54 Catalunan
Pequeño, Wellspring, Davao City and celebrates his
birthday on August 26, 1999 with family and close friends.
He is a fine example of a persistent student who strives
for excellence, not mediocrity. He spent his elementary
days at Precious International School of Davao.
 33

Name: Aereal Mark G. Roxas

Nickname: King

Aereal Mark G. Roxas is a good student and a

skilled dancer. He is energetic and seems to infect
everybody with his enthusiasm for life. He earned his
elementary diploma at Mindanao Christian Foundation
College and Seminary. He is a valued member of the San
Pedro College - BEd's Dancer's Guild and Cheerdance
group. He currently lives in Block 5 Lot 3 Samantha
Homes. Catalunan Pequeño, Davao City. He celebrates
his birthday on September 11, 1999.

Name: Christian Paul D. Viray

Nickname: Tian

Christian Paul D. Viray is exceptionally talented in

the field of music. He is a good student and he also is
skilled in volleyball. He aspires to become a better person
and seeks ways to improve his skills at his craft. He
celebrates his birthday every 24th of January and is
currently residing at Deca Homes Block. 99 Lot 1, Mintal,
Davao City. He graduated elementary at Holy Child
College of Davao.